-
1
-
-
0003926521
-
-
Washington, DC: Office ofEducational Research and Improvement, U.S.Department of Education
-
Adelman, C. (1999). Answers in thetoolbox:Academicintensity, attendancepatterns, and bachelor’s degree attainment. Washington, DC: Office ofEducational Research and Improvement, U.S.Department of Education.
-
(1999)
Answers in Thetoolbox:Academicintensity, Attendancepatterns, and bachelor’s Degree Attainment
-
-
Adelman, C.1
-
2
-
-
21644468689
-
Classrooms: Goals, structures, and student motivation
-
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal ofEducational Psychology, 84, 261-271.
-
(1992)
Journal Ofeducational Psychology
, vol.84
, pp. 261-271
-
-
Ames, C.1
-
3
-
-
0043109442
-
The development of goal orientation
-
A. Wigfield & J. S. Eccles (Eds.), San Diego, CA: Academic Press
-
Anderman, E. M., Austin, C. C., & Johnson, D. M. (2002). The development of goal orientation. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 197-220).San Diego, CA: Academic Press.
-
(2002)
Development of Achievement Motivation
, pp. 197-220
-
-
Anderman, E.M.1
Austin, C.C.2
Johnson, D.M.3
-
5
-
-
33645955607
-
Goal orientations, coping with school failure and school achievement
-
Brdar, I., Rijavec, M., & Loncaric, D. (2006). Goal orientations, coping with school failure and school achievement. European Journal of Psychology of Education, 21(1), 53-70.
-
(2006)
European Journal of Psychology of Education
, vol.21
, Issue.1
, pp. 53-70
-
-
Brdar, I.1
Rijavec, M.2
Loncaric, D.3
-
6
-
-
50849107895
-
Longitudinal analysis of the role of perceived self-efficacy for self-regulated learningin academic continuance and achievement
-
Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C., & Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learningin academic continuance and achievement. Journal of Educational Psychology, 100, 525-534.
-
(2008)
Journal of Educational Psychology
, vol.100
, pp. 525-534
-
-
Caprara, G.V.1
Fida, R.2
Vecchione, M.3
Del Bove, G.4
Vecchio, G.M.5
Barbaranelli, C.6
Bandura, A.7
-
7
-
-
0033643117
-
Goal theory, motivation, and school achievement: An integrative review
-
Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171-200.
-
(2000)
Annual Review of Psychology
, vol.51
, pp. 171-200
-
-
Covington, M.V.1
-
8
-
-
33744767997
-
The social-cognitive model of achievement motivation and the 2 x 2 achievement goal framework
-
Cury, F., Elliot, A. J., Da Fonseca, D., & Moller, A. C. (2006). The social-cognitive model of achievement motivation and the 2 x 2 achievement goal framework. Journal of Personality andSocial Psychology, 90, 666-679.
-
(2006)
Journal of Personality andSocial Psychology
, vol.90
, pp. 666-679
-
-
Cury, F.1
Elliot, A.J.2
Da Fonseca, D.3
Moller, A.C.4
-
9
-
-
52749091634
-
Individual differences in achievement goals: A longitudinal study of cognitive, emotional, andachievement outcomes
-
Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, andachievement outcomes. Contemporary Educational Psychology, 33, 584-608.
-
(2008)
Contemporary Educational Psychology
, vol.33
, pp. 584-608
-
-
Daniels, L.M.1
Haynes, T.L.2
Stupnisky, R.H.3
Perry, R.P.4
Newall, N.5
Pekrun, R.6
-
10
-
-
77958599462
-
A mediation analysis of achievement motives, goals, learning strategies, and academic achievement
-
Diseth, A., & Kobbeltvedt, T. (2010). A mediation analysis of achievement motives, goals, learning strategies, and academic achievement. British Journal of Educational Psychology, 80, 671-687.
-
(2010)
British Journal of Educational Psychology
, vol.80
, pp. 671-687
-
-
Diseth, A.1
Kobbeltvedt, T.2
-
11
-
-
68249162301
-
Faking the desire to learn: A clarification of the link between mastery goals and academic achievement
-
Dompnier, B., Darnon, C., & Butera, F. (2009). Faking the desire to learn: A clarification of the link between mastery goals and academic achievement. Psychological Science, 20, 939-943.
-
(2009)
Psychological Science
, vol.20
, pp. 939-943
-
-
Dompnier, B.1
Darnon, C.2
Butera, F.3
-
12
-
-
62349104975
-
A longitudinal study of achievement goals for college in general: Predicting cumulative gpa and diversity in course selection
-
Durik, A. M., Lovejoy, C. M., & Johnson, S. J. (2009). A longitudinal study of achievement goals for college in general: Predicting cumulative GPA and diversity in course selection. ContemporaryEducational Psychology, 34, 113-119.
-
(2009)
ContemporaryEducational Psychology
, vol.34
, pp. 113-119
-
-
Durik, A.M.1
Lovejoy, C.M.2
Johnson, S.J.3
-
13
-
-
0347453929
-
Motivational processes affecting learning
-
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
-
(1986)
American Psychologist
, vol.41
, pp. 1040-1048
-
-
Dweck, C.S.1
-
14
-
-
58149372679
-
A social-cognitive approach to motivation and personality
-
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
-
(1988)
Psychological Review
, vol.95
, pp. 256-273
-
-
Dweck, C.S.1
Leggett, E.L.2
-
15
-
-
0041029928
-
Approach and avoidance motivation and achievement goals
-
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
-
(1999)
Educational Psychologist
, vol.34
, pp. 169-189
-
-
Elliot, A.J.1
-
16
-
-
0031540107
-
A hierarchical model of approach and avoidance achievement motivation
-
Elliot, A. J., & Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
-
(1997)
Journal of Personality and Social Psychology
, vol.72
, pp. 218-232
-
-
Elliot, A.J.1
Church, M.2
-
17
-
-
0030539722
-
Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis
-
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
-
(1996)
Journal of Personality and Social Psychology
, vol.70
, pp. 461-475
-
-
Elliot, A.J.1
Harackiewicz, J.M.2
-
19
-
-
0033181349
-
Achievement goals, study strategies, and exam performance: A mediational analysis
-
Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563.
-
(1999)
Journal of Educational Psychology
, vol.91
, pp. 549-563
-
-
Elliot, A.J.1
Mc Gregor, H.A.2
Gable, S.3
-
20
-
-
50849134878
-
On the measurement of achievement goals: Critique, illustration, and application
-
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613-628.
-
(2008)
Journal of Educational Psychology
, vol.100
, pp. 613-628
-
-
Elliot, A.J.1
Murayama, K.2
-
21
-
-
0035542075
-
Relationship of core self-evaluations to goal setting, motivation, and performance
-
Erez, A., & Judge, T. A. (2001). Relationship of core self-evaluations to goal setting, motivation, and performance. Journal of Applied Psychology, 86, 1270-1279.
-
(2001)
Journal of Applied Psychology
, vol.86
, pp. 1270-1279
-
-
Erez, A.1
Judge, T.A.2
-
23
-
-
0031317056
-
Predictors and consequences of achievement goals in the college classroom: Maintaining interest and makingthe grade
-
Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and makingthe grade. Journal of Personality and Social Psychology, 73, 1284-1295.
-
(1997)
Journal of Personality and Social Psychology
, vol.73
, pp. 1284-1295
-
-
Harackiewicz, J.M.1
Barron, K.E.2
Carter, S.M.3
Lehto, A.T.4
Elliot, A.J.5
-
24
-
-
0034195034
-
Short-term and long-term consequences of achievement goals: Predicting interest and performance overtime
-
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance overtime. Journal ofEducational Psychology, 92, 316-330.
-
(2000)
Journal Ofeducational Psychology
, vol.92
, pp. 316-330
-
-
Harackiewicz, J.M.1
Barron, K.E.2
Tauer, J.M.3
Carter, S.M.4
Elliot, A.J.5
-
25
-
-
40749086014
-
The role of achievement goals in the development of interest: Reciprocal relationsbetween achievement goals, interest and performance
-
Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relationsbetween achievement goals, interest and performance. Journal of Educational Psychology, 100,105-122.
-
(2008)
Journal of Educational Psychology
, vol.100
, pp. 105-122
-
-
Harackiewicz, J.M.1
Durik, A.M.2
Barron, K.E.3
Linnenbrink-Garcia, L.4
Tauer, J.M.5
-
26
-
-
0024074785
-
Relation of life goals at age 70 to activity participation and health and psychological well-being among terman’s gifted men and women
-
Holahan, C. K. (1988). Relation of life goals at age 70 to activity participation and health and psychological well-being among Terman’s gifted men and women. Psychology and Aging, 3,286-291.
-
(1988)
Psychology and Aging
, vol.3
, pp. 286-291
-
-
Holahan, C.K.1
-
27
-
-
77953305381
-
A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?
-
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136, 422-449.
-
(2010)
Psychological Bulletin
, vol.136
, pp. 422-449
-
-
Hulleman, C.S.1
Schrager, S.M.2
Bodmann, S.M.3
Harackiewicz, J.M.4
-
28
-
-
50949109340
-
When are achievement goal orientations beneficial for academic achievement? A closer look at main effects and moderating factors
-
Linnenbrink-Garcia, L., Tyson, D. E., & Patall, E. A. (2008). When are achievement goal orientations beneficial for academic achievement? A closer look at main effects and moderating factors. International Review of Social Psychology, 21, 19-70.
-
(2008)
International Review of Social Psychology
, vol.21
, pp. 19-70
-
-
Linnenbrink-Garcia, L.1
Tyson, D.E.2
Patall, E.A.3
-
29
-
-
0039056835
-
Grade goals as determinants of academic achievement
-
Locke, E. A., & Bryan, J. F. (1968). Grade goals as determinants of academic achievement. Journal of General Psychology, 79, 217-228.
-
(1968)
Journal of General Psychology
, vol.79
, pp. 217-228
-
-
Locke, E.A.1
Bryan, J.F.2
-
30
-
-
0005750043
-
Volitional choices in the goal achievement process
-
P. M. Gollwitzer&J. A. Bargh (Eds.), New York, NY: Guilford
-
Locke, E. A., & Kristof, A. L. (1996). Volitional choices in the goal achievement process. In P. M. Gollwitzer&J. A. Bargh (Eds.), ThePsychologyofaction:Linkingcognitionand motivationto behavior (pp. 365-384). New York, NY: Guilford.
-
(1996)
Thepsychologyofaction:Linkingcognitionand motivationto Behavior
, pp. 365-384
-
-
Locke, E.A.1
Kristof, A.L.2
-
32
-
-
84870885674
-
Building a practically useful theory of goal setting and task motivation: A 35-year odyssey
-
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705-717.
-
(2002)
American Psychologist
, vol.57
, pp. 705-717
-
-
Locke, E.A.1
Latham, G.P.2
-
33
-
-
0004187644
-
-
Oxford, England: Irvington
-
McClelland, D. C., Atkinson, J. W., Clark, R. A., & Lowell, E. L. (1976). The achievement motive. Oxford, England: Irvington.
-
(1976)
The Achievement Motive
-
-
Mc Clelland, D.C.1
Atkinson, J.W.2
Clark, R.A.3
Lowell, E.L.4
-
34
-
-
34648813784
-
The 2x2 achievement goal framework: An overview of empirical research
-
A. Mittel (Ed.), New York: Nova Science
-
Moller, A. C., & Elliot, A. J. (2006). The 2x2 achievement goal framework: An overview of empirical research. In A. Mittel (Ed.), Focus on educational psychology (pp. 307-326).New York: Nova Science.
-
(2006)
Focus on Educational Psychology
, pp. 307-326
-
-
Moller, A.C.1
Elliot, A.J.2
-
35
-
-
77949605597
-
Setting, elaborating, and reflecting on personal goals improves academic performance
-
Morisano, D., Hirsh, J. B., Peterson, J. B., Pihl, R. O., & Shore, B. M. (2010). Setting, elaborating, and reflecting on personal goals improves academic performance. Journal of Applied Psychology,95, 255-264.
-
(2010)
Journal of Applied Psychology
, vol.95
, pp. 255-264
-
-
Morisano, D.1
Hirsh, J.B.2
Peterson, J.B.3
Pihl, R.O.4
Shore, B.M.5
-
36
-
-
58149372279
-
Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance
-
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
-
(1984)
Psychological Review
, vol.91
, pp. 328-346
-
-
Nicholls, J.G.1
-
37
-
-
33747817656
-
Academic goals, goal process cognition, and exam performance among college students
-
Okun, M. A., Fairholme, C., Karoly, P., Ruehlman, L. S., & Newton, C. (2006). Academic goals, goal process cognition, and exam performance among college students. Learning and IndividualDifferences, 16, 255-265.
-
(2006)
Learning and IndividualDifferences
, vol.16
, pp. 255-265
-
-
Okun, M.A.1
Fairholme, C.2
Karoly, P.3
Ruehlman, L.S.4
Newton, C.5
-
38
-
-
0030352186
-
Self-efficacy beliefs in academic settings
-
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review ofEducational Research, 66, 543-578.
-
(1996)
Review Ofeducational Research
, vol.66
, pp. 543-578
-
-
Pajares, F.1
-
40
-
-
33746911574
-
Achievement goals and discrete achievement emotions: A theoretical model and prospective test
-
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal ofEducational Psychology, 98, 583-597.
-
(2006)
Journal Ofeducational Psychology
, vol.98
, pp. 583-597
-
-
Pekrun, R.1
Elliot, A.J.2
Maier, M.A.3
-
41
-
-
60849089903
-
Achievement goals and achievement emotions: Testing of a model of their joint relations to academic performance
-
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing of a model of their joint relations to academic performance. Journal of EducationalPsychology, 101, 115-135.
-
(2009)
Journal of EducationalPsychology
, vol.101
, pp. 115-135
-
-
Pekrun, R.1
Elliot, A.J.2
Maier, M.A.3
-
43
-
-
0001807899
-
An achievement goal theory perspective on issues in motivation terminology, theory, and research
-
Pintrich, P. R. (2000a). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104.
-
(2000)
Contemporary Educational Psychology
, vol.25
, pp. 92-104
-
-
Pintrich, P.R.1
-
44
-
-
0000931132
-
The role of goal orientation in self-regulated learning
-
M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic Press
-
Pintrich, P. R. (2000b). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook ofself-regulation: Theory, research and applications(pp. 451-502). San Diego, CA: Academic Press.
-
(2000)
Handbook Ofself-Regulation: Theory, Research and Applications
, pp. 451-502
-
-
Pintrich, P.R.1
-
45
-
-
19444382776
-
Current issues in achievement goal theory and research
-
Pintrich, P. R., Conley, A. M., & Kempler, T. M. (2003). Current issues in achievement goal theory and research. International Journal of Educational Research, 39, 319-338.
-
(2003)
International Journal of Educational Research
, vol.39
, pp. 319-338
-
-
Pintrich, P.R.1
Conley, A.M.2
Kempler, T.M.3
-
46
-
-
33845580602
-
Predicting academic achievement with cognitive ability
-
Rohde, T. E., & Thompson, L. A. (2007). Predicting academic achievement with cognitive ability. Intelligence, 35, 83-92.
-
(2007)
Intelligence
, vol.35
, pp. 83-92
-
-
Rohde, T.E.1
Thompson, L.A.2
-
47
-
-
0035790590
-
Motivation and self-regulated learning in secondary vocational education: Information-processing type and gender differences
-
Rozendaal, J. S., Minnaert, A., & Boekaerts, M. (2001). Motivation and self-regulated learning in secondary vocational education: Information-processing type and gender differences. Learningand Individual Differences, 13, 273-289.
-
(2001)
Learningand Individual Differences
, vol.13
, pp. 273-289
-
-
Rozendaal, J.S.1
Minnaert, A.2
Boekaerts, M.3
-
48
-
-
0000309123
-
Goal setting, planning and organizational performance: An experimental simulation
-
Smith, K. G., Locke, E. A., & Barry, D. (1990). Goal setting, planning and organizational performance: An experimental simulation. Organizational Behavior and Human Decision Processes, 46, 118-134.
-
(1990)
Organizational Behavior and Human Decision Processes
, vol.46
, pp. 118-134
-
-
Smith, K.G.1
Locke, E.A.2
Barry, D.3
-
49
-
-
0002183061
-
Achievement goal theory: Past Results, future directions
-
P. R. Pintrich & M. L. Maehr (Eds.), Greenwich,CN: JAI
-
Urdan, T. (1997). Achievement goal theory: Past Results, future directions. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in Motivation and Achievement (Vol. 10, pp. 99-142). Greenwich,CN: JAI.
-
(1997)
Advances in Motivation and Achievement
, vol.10
, pp. 99-142
-
-
Urdan, T.1
-
50
-
-
73049083949
-
The influence of mastery-avoidance goals on performance improvement
-
Van Yperen, N. W., Elliot, A. J., & Anseel, F. (2009). The influence of mastery-avoidance goals on performance improvement. European Journal of Social Psychology,39, 932-943.
-
(2009)
European Journal of Social Psychology
, vol.39
, pp. 932-943
-
-
Van Yperen, N.W.1
Elliot, A.J.2
Anseel, F.3
-
51
-
-
0001088329
-
The relation of self-efficacy and grade goals to academic performance
-
Wood, R. E., & Locke, E. A. (1987). The relation of self-efficacy and grade goals to academic performance. Educational and Psychological Measurement, 47, 1013-1024.
-
(1987)
Educational and Psychological Measurement
, vol.47
, pp. 1013-1024
-
-
Wood, R.E.1
Locke, E.A.2
-
52
-
-
21844510741
-
Impact of self-regulatory influences on writing course attainment
-
Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. AmericanEducationalResearch Journal, 31, 845-862.
-
(1994)
Americaneducationalresearch Journal
, vol.31
, pp. 845-862
-
-
Zimmerman, B.J.1
Bandura, A.2
-
53
-
-
12744272947
-
Motives, goals, and adaptive patterns ofperfor-mance in asian american and anglo american students
-
Zusho, A., Pintrich, P. R., &Cortina, K. S. (2005). Motives, goals, and adaptive patterns ofperfor-mance in Asian American and Anglo American students. Learning and Individual Differences, 15, 141-158.
-
(2005)
Learning and Individual Differences
, vol.15
, pp. 141-158
-
-
Zusho, A.1
Pintrich, P.R.2
|