-
1
-
-
21644468689
-
Classrooms: Goals, structures, and student motivation
-
Ames, C., 1992. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84: 261–271. doi:10.1037/0022-0663.84.3.261
-
(1992)
Journal of Educational Psychology
, vol.84
, pp. 261-271
-
-
Ames, C.1
-
2
-
-
85143295181
-
Observing classroom goal structures to clarify and expand goal theory
-
Midgley C., (ed), Mahwah, NJ: Erlbaum, and,. Edited by
-
Anderman, L. H., Patrick, H., Hruda, L. Z., and Linnenbrink, E. A., 2002b. “ Observing classroom goal structures to clarify and expand goal theory ”. In Goals, goal structures and patterns of adaptive learning, Edited by: Midgley, C., 243–278. Mahwah, NJ: Erlbaum.
-
(2002)
Goals, goal structures and patterns of adaptive learning
, pp. 243-278
-
-
Anderman, L.H.1
Patrick, H.2
Hruda, L.Z.3
Linnenbrink, E.A.4
-
3
-
-
85047685880
-
Achievement goals and optimal motivation: Testing multiple goal models
-
Barron, K. E., and Harackiewicz, J. M., 2001. Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 5: 706–722. doi:10.1037/0022-3514.80.5.706
-
(2001)
Journal of Personality and Social Psychology
, vol.5
, pp. 706-722
-
-
Barron, K.E.1
Harackiewicz, J.M.2
-
4
-
-
50949116049
-
Individual and social dimensions of Filipino students' achievement goals
-
Bernardo, A. B. I., 2008. Individual and social dimensions of Filipino students' achievement goals. International Journal of Psychology, 43: 886–891. doi:10.1080/00207590701837834
-
(2008)
International Journal of Psychology
, vol.43
, pp. 886-891
-
-
Bernardo, A.B.I.1
-
5
-
-
77956278651
-
Social perceptions of achieving students and achievement goals of students in Malaysia and the Philippines
-
Bernardo, A. B. I., and Ismail, R., 2010. Social perceptions of achieving students and achievement goals of students in Malaysia and the Philippines. Social Psychology of Education, 13: 385–407. doi:10.1007/s11218-010-9118-y
-
(2010)
Social Psychology of Education
, vol.13
, pp. 385-407
-
-
Bernardo, A.B.I.1
Ismail, R.2
-
6
-
-
17444374314
-
A developmental study of the relation between combined learning and performance goals and students' self-regulated learning
-
Bouffard, T., Vezeau, C., and Bordeleau, L., 1998. A developmental study of the relation between combined learning and performance goals and students' self-regulated learning. British Journal of Educational Psychology, 68: 309–319. doi:10.1111/j.2044-8279.1998.tb01293.x
-
(1998)
British Journal of Educational Psychology
, vol.68
, pp. 309-319
-
-
Bouffard, T.1
Vezeau, C.2
Bordeleau, L.3
-
7
-
-
77950643485
-
Revisiting the trichotomous achievement goal framework for Hong Kong secondary students: A structural model analysis
-
Chan, K. W., and Lai, P. Y., 2007. Revisiting the trichotomous achievement goal framework for Hong Kong secondary students: A structural model analysis. Asia-Pacific Education Researcher, 16: 11–22.
-
(2007)
Asia-Pacific Education Researcher
, vol.16
, pp. 11-22
-
-
Chan, K.W.1
Lai, P.Y.2
-
8
-
-
50949127609
-
Socially oriented achievement goals of Chinese university students in Singapore: Structure and relationships with achievement motives, goals and affective outcomes
-
Chang, W., and Wong, K., 2008. Socially oriented achievement goals of Chinese university students in Singapore: Structure and relationships with achievement motives, goals and affective outcomes. International Journal of Psychology, 43: 880–885. doi:10.1080/00207590701836398
-
(2008)
International Journal of Psychology
, vol.43
, pp. 880-885
-
-
Chang, W.1
Wong, K.2
-
9
-
-
74649084591
-
Buffering against performance classroom goal structures: The importance of autonomy support and classroom community
-
Ciani, K. D., Middleton, M. J., Summers, J. J., and Sheldon, K. M., 2010. Buffering against performance classroom goal structures: The importance of autonomy support and classroom community. Contemporary Educational Psychology, 35: 88–99. doi:10.1016/j.cedpsych.2009.11.001
-
(2010)
Contemporary Educational Psychology
, vol.35
, pp. 88-99
-
-
Ciani, K.D.1
Middleton, M.J.2
Summers, J.J.3
Sheldon, K.M.4
-
10
-
-
52749091634
-
Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes
-
Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., and Pekrun, R., 2008. Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33: 584–608. doi:10.1016/j.cedpsych. 2007.08.002
-
(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.E.5
Pekrun, R.6
-
11
-
-
62449128579
-
Cultural differences in academic motivation goals: A meta-analysis across 13 societies
-
Dekker, S., and Fischer, R., 2008. Cultural differences in academic motivation goals: A meta-analysis across 13 societies. Journal of Educational Research, 102: 99–110. doi:10.3200/JOER.102.2.99-110
-
(2008)
Journal of Educational Research
, vol.102
, pp. 99-110
-
-
Dekker, S.1
Fischer, R.2
-
12
-
-
84855229737
-
The 2 × 2 achievement goal framework and intrinsic motivation among Filipino students: A validation study
-
Dela Rosa, E., 2010. The 2 × 2 achievement goal framework and intrinsic motivation among Filipino students: A validation study. Educational Measurement and Evaluation Review, 1: 48–58.
-
(2010)
Educational Measurement and Evaluation Review
, vol.1
, pp. 48-58
-
-
Dela Rosa, E.1
-
13
-
-
85028651980
-
Personal epistemologies and motivation in schools: The relationship between students' epistemological beliefs and intrinsic motivation in learning
-
Del Rosario, R. M., and Bernardo, A. B. I., 2012. Personal epistemologies and motivation in schools: The relationship between students' epistemological beliefs and intrinsic motivation in learning. Soonchunhyang Journal of Humanities, 31: 277–307.
-
(2012)
Soonchunhyang Journal of Humanities
, vol.31
, pp. 277-307
-
-
Del Rosario, R.M.1
Bernardo, A.B.I.2
-
14
-
-
0037276610
-
What do students say about their motivational goals?: Towards a more complex and dynamic perspective on student motivation
-
Dowson, M., and McInerney, D. M., 2003. What do students say about their motivational goals?: Towards a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology, 28: 91–113. doi:10.1016/S0361-476X(02)00010-3
-
(2003)
Contemporary Educational Psychology
, vol.28
, pp. 91-113
-
-
Dowson, M.1
McInerney, D.M.2
-
15
-
-
58149372679
-
A social-cognitive approach to motivation and personality
-
Dweck, C., and Leggett, E., 1988. A social-cognitive approach to motivation and personality. Psychological Review, 95: 256–273. doi:10.1037/0033-295X.95.2.256
-
(1988)
Psychological Review
, vol.95
, pp. 256-273
-
-
Dweck, C.1
Leggett, E.2
-
16
-
-
0031540107
-
A hierarchical model of approach and avoidance achievement motivation
-
Elliot, A. J., and Church, M. A., 1997. A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72: 218–232. doi:10.1037/0022-3514.72.1.218
-
(1997)
Journal of Personality and Social Psychology
, vol.72
, pp. 218-232
-
-
Elliot, A.J.1
Church, M.A.2
-
17
-
-
0001076053
-
Motivational influences on cognition: Task involvement, ego involvement, and depth of processing
-
Graham, S., and Golan, S., 1991. Motivational influences on cognition: Task involvement, ego involvement, and depth of processing. Journal of Educational Psychology, 83: 187–194. doi:10.1037/0022-0663.83.2.187
-
(1991)
Journal of Educational Psychology
, vol.83
, pp. 187-194
-
-
Graham, S.1
Golan, S.2
-
18
-
-
4444354987
-
Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation
-
Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., and Akey, K. L., 2004. Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29: 462–482. doi:10.1016/j.cedpsych.2004.01.006
-
(2004)
Contemporary Educational Psychology
, vol.29
, pp. 462-482
-
-
Greene, B.A.1
Miller, R.B.2
Crowson, H.M.3
Duke, B.L.4
Akey, K.L.5
-
19
-
-
0031317056
-
Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade
-
Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., and 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. doi:10.1037/0022-3514.73.6.1284
-
(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
-
20
-
-
0032353631
-
Rethinking achievement goals: When they are adaptive for college students and why?
-
Harackiewicz, J. M., Barron, K. E., and Elliot, A. J., 1998. Rethinking achievement goals: When they are adaptive for college students and why?. Educational Psychologist, 33: 1–21. doi:10.1207/s15326985ep3301_1
-
(1998)
Educational Psychologist
, vol.33
, pp. 1-21
-
-
Harackiewicz, J.M.1
Barron, K.E.2
Elliot, A.J.3
-
21
-
-
85043877353
-
Revision of achievement goal theory: Necessary and illuminating
-
Harackiewicz, J. M., Barron, K. E., Pintrich, P., Elliot, A. J., and Thrash, T. M., 2002. Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94: 638–645. doi:10.1037/0022-0663.94.3.638
-
(2002)
Journal of Educational Psychology
, vol.94
, pp. 638-645
-
-
Harackiewicz, J.M.1
Barron, K.E.2
Pintrich, P.3
Elliot, A.J.4
Thrash, T.M.5
-
22
-
-
40749086014
-
The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance
-
Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., and 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: 105–122. doi:10.1037/0022-0663.100.1.105
-
(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
-
23
-
-
21244470772
-
Multiple achievement goals and multiple pathways for learning: The agenda and impact of Paul R. Pintrich
-
Harackiewicz, J. M., and Linnenbrink, E. A., 2005. Multiple achievement goals and multiple pathways for learning: The agenda and impact of Paul R. Pintrich. Educational Psychologist, 40: 75–84. doi:10.1207/s15326985ep4002_2
-
(2005)
Educational Psychologist
, vol.40
, pp. 75-84
-
-
Harackiewicz, J.M.1
Linnenbrink, E.A.2
-
24
-
-
0034196286
-
Motivating the academically unmotivated: A critical issue for the 21st century
-
Hidi, S., and Harackiewicz, J., 2000. Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70: 151–179. doi:10.3102/00346543070002151
-
(2000)
Review of Educational Research
, vol.70
, pp. 151-179
-
-
Hidi, S.1
Harackiewicz, J.2
-
25
-
-
50949121358
-
Academic achievement in the Chinese context: The role of goals, strategies, and effort
-
Ho, I. T., and Hau, K. T., 2008. Academic achievement in the Chinese context: The role of goals, strategies, and effort. International Journal of Psychology, 43: 892–897. doi:10.1080/00207590701836323
-
(2008)
International Journal of Psychology
, vol.43
, pp. 892-897
-
-
Ho, I.T.1
Hau, K.T.2
-
26
-
-
52749099727
-
Cluster analysis in higher education research
-
Smart J.C., (ed), Dordrecht, Netherlands: Springer, and,. Edited by
-
Huberty, C. J., Jordan, E. M., and Brandt, W. C., 2005. “ Cluster analysis in higher education research ”. In Higher education: Handbook of theory and research, Edited by: Smart, J. C., Vol. 20, 437–457. Dordrecht, Netherlands: Springer.
-
(2005)
Higher education: Handbook of theory and research
, vol.20
, pp. 437-457
-
-
Huberty, C.J.1
Jordan, E.M.2
Brandt, W.C.3
-
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., and 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. doi:10.1037/a0018947
-
(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
-
-
0038402526
-
Should childhood be a journey or a race? A response to Harackiewicz et al. (2002)
-
Kaplan, A., and Middleton, M. J., 2002. Should childhood be a journey or a race? A response to Harackiewicz et al. (2002). Journal of Educational Psychology, 94: 646–648. doi:10.1037/0022-0663.94.3.646
-
(2002)
Journal of Educational Psychology
, vol.94
, pp. 646-648
-
-
Kaplan, A.1
Middleton, M.J.2
-
29
-
-
84860577488
-
Competitiveness is not that bad … at least in the East: Testing the hierarchical model of achievement motivation in the Asian setting
-
King, R. B., McInerney, D. M., and Watkins, D. A., 2012. Competitiveness is not that bad … at least in the East: Testing the hierarchical model of achievement motivation in the Asian setting. International Journal of Intercultural Relations, 36: 446–457. doi:10.1016/j.ijintrel.2011.10.003
-
(2012)
International Journal of Intercultural Relations
, vol.36
, pp. 446-457
-
-
King, R.B.1
McInerney, D.M.2
Watkins, D.A.3
-
30
-
-
45849109569
-
Examining Hong Kong students' achievement goals and their relations with students' perceived classroom environment and strategy use
-
Lau, K. L., and Lee, J., 2008. Examining Hong Kong students' achievement goals and their relations with students' perceived classroom environment and strategy use. Educational Psychology, 28: 357–372. doi:10.1080/ 01443410701612008
-
(2008)
Educational Psychology
, vol.28
, pp. 357-372
-
-
Lau, K.L.1
Lee, J.2
-
31
-
-
57049096032
-
Task- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation
-
Lau, S., Liem, A. D., and Nie, Y., 2008. Task- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation. British Journal of Educational Psychology, 79: 639–662. doi:10.1348/000709907X270261
-
(2008)
British Journal of Educational Psychology
, vol.79
, pp. 639-662
-
-
Lau, S.1
Liem, A.D.2
Nie, Y.3
-
32
-
-
52749089049
-
The role of self-efficacy, task value, and achievement goals in predicting cognitive engagement, task disengagement, peer relationship, and achievement outcome
-
Liem, A. D., Lau, S., and Nie, Y., 2008. The role of self-efficacy, task value, and achievement goals in predicting cognitive engagement, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33: 486–512. doi:10.1016/j.cedpsych.2007.08.001
-
(2008)
Contemporary Educational Psychology
, vol.33
, pp. 486-512
-
-
Liem, A.D.1
Lau, S.2
Nie, Y.3
-
33
-
-
20444475454
-
The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning
-
Linnenbrink, E. A., 2005. The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97: 197–213. doi:10.1037/0022-0663.97.2.197
-
(2005)
Journal of Educational Psychology
, vol.97
, pp. 197-213
-
-
Linnenbrink, E.A.1
-
35
-
-
79953283179
-
Do performance goals promote learning? A pattern analysis of Singaporean students' achievement goals
-
Luo, W., Paris, S. G., Hogan, D., and Luo, Z., 2011. Do performance goals promote learning? A pattern analysis of Singaporean students' achievement goals. Contemporary Educational Psychology, 36: 165–176. doi:10.1016/j.cedpsych.2011.02.003
-
(2011)
Contemporary Educational Psychology
, vol.36
, pp. 165-176
-
-
Luo, W.1
Paris, S.G.2
Hogan, D.3
Luo, Z.4
-
36
-
-
0035997829
-
Achievement goals as predictors of achievement-relevant processes prior to task engagement
-
McGregor, H. A., and Elliot, A. J., 2002. Achievement goals as predictors of achievement-relevant processes prior to task engagement. Journal of Educational Psychology, 94: 381–395. doi:10.1037/0022-0663.94.2.381
-
(2002)
Journal of Educational Psychology
, vol.94
, pp. 381-395
-
-
McGregor, H.A.1
Elliot, A.J.2
-
37
-
-
32544448221
-
Classroom goal structure, student motivation and academic achievement
-
Meece, J., Anderman, E. M., and Anderman, L. H., 2006. Classroom goal structure, student motivation and academic achievement. Annual Review of Psychology, 57: 487–503. doi:10.1146/annurev.psych.56.091103.070258
-
(2006)
Annual Review of Psychology
, vol.57
, pp. 487-503
-
-
Meece, J.1
Anderman, E.M.2
Anderman, L.H.3
-
38
-
-
58149207610
-
A pattern analysis of students' achievement goals
-
Meece, J., and Holt, K., 1993. A pattern analysis of students' achievement goals. Journal of Educational Psychology, 85: 582–590. doi:10.1037/0022-0663.85.4.582
-
(1993)
Journal of Educational Psychology
, vol.85
, pp. 582-590
-
-
Meece, J.1
Holt, K.2
-
39
-
-
0035584991
-
Performance-approach goals. Good for what, good for whom, under what circumstances, and at what cost?
-
Midgley, C., Kaplan, A., and Middleton, M., 2001. Performance-approach goals. Good for what, good for whom, under what circumstances, and at what cost?. Journal of Educational Psychology, 93: 77–86. doi:10.1037/0022-0663.93.1.77
-
(2001)
Journal of Educational Psychology
, vol.93
, pp. 77-86
-
-
Midgley, C.1
Kaplan, A.2
Middleton, M.3
-
40
-
-
33744811245
-
Re-examining classroom mastery goal structure
-
Pintrich P.R., Maehr M.L., (eds), Amsterdam, Netherlands: Elsevier,. Edited by
-
Patrick, H., 2004. “ Re-examining classroom mastery goal structure ”. In Advances in motivation: Vol. 13, Motivating students, improving schools: The legacy of Carol Midgley, Edited by: Pintrich, P. R., and Maehr, M. L., 233–263. Amsterdam, Netherlands: Elsevier.
-
(2004)
Advances in motivation: Vol. 13, Motivating students, improving schools: The legacy of Carol Midgley
, pp. 233-263
-
-
Patrick, H.1
-
41
-
-
0035749044
-
Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies
-
Riveiro, J. M. S., Cabanach, R. G., and Arias, A. V., 2001. Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies. British Journal of Educational Psychology, 71: 561–572. doi:10.1348/000709901158677
-
(2001)
British Journal of Educational Psychology
, vol.71
, pp. 561-572
-
-
Riveiro, J.M.S.1
Cabanach, R.G.2
Arias, A.V.3
-
42
-
-
78951475677
-
Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions
-
Senko, C., Hulleman, C. S., and Harackiewicz, J. M., 2011. Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46: 26–47. doi:10.1080/00461520.2011.538646
-
(2011)
Educational Psychologist
, vol.46
, pp. 26-47
-
-
Senko, C.1
Hulleman, C.S.2
Harackiewicz, J.M.3
-
43
-
-
33748438531
-
Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs
-
Urdan, T., and Schoenfelder, E., 2006. Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44: 331–349. doi:10.1016/j.jsp.2006.04.003
-
(2006)
Journal of School Psychology
, vol.44
, pp. 331-349
-
-
Urdan, T.1
Schoenfelder, E.2
-
44
-
-
0038318962
-
Multiple goals, motivation and academic learning
-
Valle, A., Cabanach, R. G., Nuñez, J. C., Gonzalez-Pienda, J., Rodriguez, S., and Piñeiro, I., 2003. Multiple goals, motivation and academic learning. British Journal of Educational Psychology, 73: 71–87. doi:10.1348/000709903762869923
-
(2003)
British Journal of Educational Psychology
, vol.73
, pp. 71-87
-
-
Valle, A.1
Cabanach, R.G.2
Nuñez, J.C.3
Gonzalez-Pienda, J.4
Rodriguez, S.5
Piñeiro, I.6
-
45
-
-
84856518469
-
Student perceptions of classroom achievement goals as predictors of belonging and content instrumentality
-
Walker, C. O., 2012. Student perceptions of classroom achievement goals as predictors of belonging and content instrumentality. Social Psychology of Education, 15: 97–107. doi:10.1007/s11218-011-9165-z
-
(2012)
Social Psychology of Education
, vol.15
, pp. 97-107
-
-
Walker, C.O.1
-
46
-
-
21144466468
-
Motivation and achievement in early adolescence: The role of multiple classroom goals
-
Wentzel, K., 1993. Motivation and achievement in early adolescence: The role of multiple classroom goals. Journal of Early Adolescence, 13: 4–20. doi:10.1177/0272431693013001001
-
(1993)
Journal of Early Adolescence
, vol.13
, pp. 4-20
-
-
Wentzel, K.1
-
47
-
-
2942597517
-
Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement
-
Wolters, C. A., 2004. Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology, 92: 236–250. doi:10.1037/0022-0663.96.2.236
-
(2004)
Journal of Educational Psychology
, vol.92
, pp. 236-250
-
-
Wolters, C.A.1
|