Goal Setting and Academic Achievement

International Guide to Student Achievement

Volumn , Issue , 2013, Pages 45-48

  Morisano, Dominique ^a   Locke, Edwin A ^b  

^a UNIVERSITY OF TORONTO   (Canada)

^b UNIVERSITY OF MARYLAND   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84962080069     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203850398-16     Document Type: Chapter

References (15)

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2. 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, and achievement outcomes. Contemporary Educational Psychology, 33, 584-608.
3. 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.
4. 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. Contemporary Educational Psychology, 34, 113-119.
5. Grant, H., & Dweck, C. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541-553.
6. 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 making the grade. Journal of Personality and Social Psychology, 73, 1284-1295.
7. 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 relations between achievement goals, interest and performance. Journal of Educational Psychology, 100(1), 105-122.
8. 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.
9. Locke, E. A., & Bryan, J. F. (1968). Grade goals as determinants of academic achievement. Journal of General Psychology, 79, 217-228.
10. 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.
11. 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(2), 255-264.
12. 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 Individual Differences, 16, 255-265.
13. 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.
14. 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.
15. Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845-862.