Longitudinal relations of classroom goal structures to students' motivation and learning outcomes in health education

Journal of Educational Psychology

Volumn 112, Issue 5, 2020, Pages 1003-1019

  Won, Sungjun ^a   Anderman, Eric M ^b   Zimmerman, Rick S ^c  

^a UNIVERSITY OF VICTORIA   (Canada)

^b OHIO STATE UNIVERSITY   (United States)

^c LOUISIANA STATE UNIVERSITY   (United States)

Author keywords

Classroom goal structures; Health education; HIV and pregnancy prevention; Self efficacy; Task values

Indexed keywords

EID: 85071139950     PISSN: 00220663     EISSN: 19392176     Source Type: Journal    
DOI: 10.1037/edu0000399     Document Type: Article

References (111)

1. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179-211. http://dx.doi.org/10.1016/0749-5978(91)90020-T
2. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267. http://dx.doi.org/10.1037/0022-0663.80.3.260
3. Anderman, E. M., Cupp, P. K., & Lane, D. (2009). Impulsivity and academic cheating. Journal of Experimental Education, 78, 135-150. http://dx.doi.org/10.1080/00220970903224636
4. Anderman, E. M., Cupp, P. K., Lane, D. R., Zimmerman, R., Gray, D. L., & O'Connell, A. (2011). Classroom goal structures and HIV and pregnancy prevention education in rural high school health classrooms. Journal of Research on Adolescence, 21, 904-922. http://dx.doi.org/10.1111/j.1532-7795.2011.00751.x
5. Anderman, E. M., Lane, D. R., Zimmerman, R., Cupp, P. K., & Phebus, V. (2009). Comparing the efficacy of permanent classroom teachers to temporary health educators for pregnancy and HIV prevention instruction. Health Promotion Practice, 10, 597-605. http://dx.doi.org/10.1177/1524839907309375
6. Anderman, E. M., Maehr, M. L., & Midgley, C. (1999). Declining motivation after the transition to middle school: Schools can make a difference. Journal of Research & Development in Education, 32, 131-147.
7. Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools. Contemporary Educational Psychology, 22, 269-298. http://dx.doi.org/10.1006/ceps.1996.0926
8. Anderman, E. M., & Midgley, C. (2004). Changes in self-reported academic cheating across the transition from middle school to high school. Contemporary Educational Psychology, 29, 499-517. http://dx.doi.org/10.1016/j.cedpsych.2004.02.002
9. Anderman, E. M., & Won, S. (2019). Academic cheating in disliked classes. Ethics & Behavior, 29, 1-22. http://dx.doi.org/10.1080/10508422.2017.1373648
10. Arens, A. K., Schmidt, I., & Preckel, F. (2019). Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains. Journal of Educational Psychology, 111, 663-684. http://dx.doi.org/10.1037/edu0000313
11. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
12. Bandura, A. (2004). Health promotion by social cognitive means. Health Education & Behavior, 31, 143-164. http://dx.doi.org/10.1177/1090198104263660
13. Barbee, A. P., Cunningham, M. R., van Zyl, M. A., Antle, B. F., & Langley, C. N. (2016). Impact of two adolescent pregnancy prevention interventions on risky sexual behavior: A three-arm cluster randomized control trial. American Journal of Public Health, 106, S85-S90. http://dx.doi.org/10.2105/AJPH.2016.303429
14. Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706-722. http://dx.doi.org/10.1037/0022-3514.80.5.706
15. Barth, R. P. (1989). Reducing the risk: Building skills to prevent pregnancy. Santa Cruz, CA: Network Publications.
16. Barth, R. P. (2015). Program overview: Reducing the risk. Washington, DC: U.S. Department of Health and Human Services, Teen Pregnancy Evidence Review. Retrieved September 3, 2018 from https://tppevidencereview.aspe.hhs.gov/document.aspx?rid=3&sid=182&mid=1
17. Basen-Engquist, K., Mâsse, L. C., Coyle, K., Kirby, D., Parcel, G. S., Banspach, S., & Nodora, J. (1999). Validity of scales measuring the psychosocial determinants of HIV/STD-related risk behavior in adolescents. Health Education Research, 14, 25-38. http://dx.doi.org/10.1093/her/14.1.25
18. Basen-Engquist, K., & Parcel, G. S. (1992). Attitudes, norms, and selfefficacy: A model of adolescents' HIV-related sexual risk behavior. Health Education Quarterly, 19, 263-277. http://dx.doi.org/10.1177/109019819201900209
19. Bong, M. (2008). Effects of parent-child relationships and classroom goal structures on motivation, help-seeking avoidance, and cheating. Journal of Experimental Education, 76, 191-217. http://dx.doi.org/10.3200/JEXE.76.2.191-217
20. Bong, M., Lee, S. K., & Woo, Y. K. (2015). The roles of interest and self-efficacy in the decision to pursue Mathematics and Science. In K. A. Renninger, M. Niewswandt, & S. Hidi (Eds.), Interest in mathematics and science learning (pp. 33-48). Washington, DC: AERA Books. http://dx.doi.org/10.3102/978-0-935302-42-4_2
21. Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and selfefficacy: How different are they really? Educational Psychology Review, 15, 1-40. http://dx.doi.org/10.1023/A:1021302408382
22. Centers for Disease Control and Prevention (CDC). (2001). HIV/AIDS Prevention Research Synthesis Project. Compendium of HIV prevention interventions with evidence of effectiveness. Atlanta, GA: Author.
23. Centers for Disease Control and Prevention (CDC). (2015). Reported STDs in the United States: 2014 national data for chlamydia, gonorrhea, and syphilis. Atlanta, GA: Author. Retrieved from http://www.cdc.gov/std/stats14/std-trends-508.pdf
24. Centers for Disease Control and Prevention (CDC). (2016). Sexual risk behaviors: HIV, STD, & Teen Pregnancy Prevention. Atlanta, GA: Author. Retrieved from https://www.cdc.gov/healthyyouth/sexualbehaviors/
25. Centers for Disease Control and Prevention (CDC). (2018a). Compendium of evidence-based interventions and best practices for HIV prevention. Atlanta, GA: Author. Retrieved September 3, 2018 from https://www.cdc.gov/hiv/research/interventionresearch/compendium/rr/index.html
26. Centers for Disease Control and Prevention (CDC). (2018b). State schoolbased health education law summary reports. Atlanta, GA: Author. Retrieved May 10, 2019 from https://www.cdc.gov/healthyyouth/about/state_law_summary_reports.htm
27. Centers for Disease Control and Prevention (CDC). (2019). Reproductive health: Teen pregnancy. Atlanta, GA: Author. Retrieved from https://www.cdc.gov/teenpregnancy/about/index.htm
28. Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14, 464-504. http://dx.doi.org/10.1080/10705510701301834
29. Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233-255. http://dx.doi.org/10.1207/S15328007SEM0902_5
30. Credé, M., & Kuncel, N. R. (2013). Self-reported grades and GPA. In J. Hattie & E. M. Anderman (Eds.), International guide to student achievement (pp. 49-50). New York, NY: Routledge.
31. DiCenso, A., Guyatt, G., Willan, A., & Griffith, L. (2002). Interventions to reduce unintended pregnancies among adolescents: Systematic review of randomised controlled trials. British Medical Journal, 324, 1426-1430. http://dx.doi.org/10.1136/bmj.324.7351.1426
32. Diiorio, C., Dudley, W. N., Kelly, M., Soet, J. E., Mbwara, J., & Sharpe Potter, J. (2001). Social cognitive correlates of sexual experience and condom use among 13-through 15-year-old adolescents. Journal of Adolescent Health, 29, 208-216. http://dx.doi.org/10.1016/S1054-139X(00)00200-7
33. Dimitrov, D. M. (2010). Testing for factorial invariance in the context of construct validation. Measurement and Evaluation in Counseling and Development, 43, 121-149. http://dx.doi.org/10.1177/0748175610373459
34. Duchesne, S., Ratelle, C. F., & Roy, A. (2012). Worries about middle school transition and subsequent adjustment: The moderating role of classroom goal structure. The Journal of Early Adolescence, 32, 681-710. http://dx.doi.org/10.1177/0272431611419506
35. Durik, A. M., Vida, M., & Eccles, J. S. (2006). Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis. Journal of Educational Psychology, 98, 382-393. http://dx.doi.org/10.1037/0022-0663.98.2.382
36. Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75-146). San Francisco, CA: Freeman.
37. Eccles, J. S. (2005). Subjective task value and the Eccles et al model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105-121). New York, NY: Guilford Press Publications.
38. Eccles, J. S., Adler, T., & Meece, J. L. (1984). Sex differences in achievement: A test of alternate theories. Journal of Personality and Social Psychology, 46, 26-43. http://dx.doi.org/10.1037/0022-3514.46.1.26
39. Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Iver, D. M. (1993). Development during adolescence. The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist, 48, 90-101. http://dx.doi.org/10.1037/0003-066X.48.2.90
40. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. http://dx.doi.org/10.1146/annurev.psych.53.100901.135153
41. Fishbein, M., & Ajzen, I. (2010). Predicting and changing behavior: The reasoned action approach. New York, NY: Psychology Press.
42. Fisher, J. D., & Fisher, W. A. (2000). Theoretical approaches to individual level change in HIV risk behavior. In J. L. Peterson & R. J. DiClemente (Eds.), Handbook of HIV prevention (pp. 3-55). New York, NY: Kluwer Academic/Plenum Press. http://dx.doi.org/10.1007/978-1-4615-4137-0_1
43. Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107, 663-677. http://dx.doi.org/10.1037/edu0000003
44. Gray, D. L., Chang, Y., & Anderman, E. M. (2015). Conditional effects of mastery goal structure on changes in students' motivational beliefs: Need for cognition matters. Learning and Individual Differences, 40, 9-21. http://dx.doi.org/10.1016/j.lindif.2015.03.025
45. Guo, J., Parker, P. D., Marsh, H. W., & Morin, A. J. S. (2015). Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective. Developmental Psychology, 51, 1163-1176. http://dx.doi.org/10.1037/a0039440
46. Hamilton, R., Sanders, M., & Anderman, E. M. (2013). The multiple choices of sex education. Phi Delta Kappan, 94, 34-39. http://dx.doi.org/10.1177/003172171309400508
47. Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638-645. http://dx.doi.org/10.1037/0022-0663.94.3.638
48. Hsu, C.-S. (2013). The predictive effects of goal structure perception on achievement goal orientation, academic performance, and learning strategy: A meta-analysis of journal articles. Bulletin of Educational Psychology, 45, 63-82.
49. Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. http://dx.doi.org/10.1080/10705519909540118
50. 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. http://dx.doi.org/10.1037/a0018947
51. Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children's self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527. http://dx.doi.org/10.1111/1467-8624.00421
52. Kaplan, A., Gheen, M., & Midgley, C. (2002). Classroom goal structure and student disruptive behaviour. British Journal of Educational Psychology, 72, 191-211. http://dx.doi.org/10.1348/000709902158847
53. Kaplan, A., & Maehr, M. L. (1999). Achievement goals and student well-being. Contemporary Educational Psychology, 24, 330-358. http://dx.doi.org/10.1006/ceps.1999.0993
54. Kaplan, A., & Midgley, C. (1999). The relationship between perceptions of the classroom goal structure and early adolescents' affect in school: The mediating role of coping strategies. Learning and Individual Differences, 11, 187-212. http://dx.doi.org/10.1016/S1041-6080(00)80005-9
55. Kasen, S., Vaughan, R. D., & Walter, H. J. (1992). Self-efficacy for AIDS preventive behaviors among tenth grade students. Health Education Quarterly, 19, 187-202. http://dx.doi.org/10.1177/109019819201900204
56. Kaufman, M. R., Cornish, F., Zimmerman, R. S., & Johnson, B. T. (2014). Health behavior change models for HIV prevention and AIDS care: Practical recommendations for a multi-level approach. Journal of Acquired Immune Deficiency Syndromes, 66, S250-S258. http://dx.doi.org/10.1097/QAI.0000000000000236
57. Kelsey, M., Blocklin, M., Layzer, J., Price, C., Juras, R., & Freiman, L. (2016). Replicating reducing the risk: 12-month impacts of a cluster randomized controlled trial. American Journal of Public Health, 106, S45-S52. http://dx.doi.org/10.2105/AJPH.2016.303409
58. Kirby, D., & Laris, B. A. (2009). Effective curriculum-based sex and STD/HIV education programs for adolescents. Child Development Perspectives, 3, 21-29. http://dx.doi.org/10.1111/j.1750-8606.2008.00071.x
59. Kirby, D. B., Laris, B. A., & Rolleri, L. A. (2007). Sex and HIV education programs: Their impact on sexual behaviors of young people throughout the world. Journal of Adolescent Health, 40, 206-217. http://dx.doi.org/10.1016/j.jadohealth.2006.11.143
60. Kuncel, N. R., Credé, M., & Thomas, L. L. (2005). The validity of self-reported grade point averages, class ranks, and test scores: A metaanalysis and review of the literature. Review of Educational Research, 75, 63-82. http://dx.doi.org/10.3102/00346543075001063
61. Lauermann, F., Tsai, Y.-M., & Eccles, J. S. (2017). Math-related career aspirations and choices within Eccles et al.'s expectancy-value theory of achievement-related behaviors. Developmental Psychology, 53, 1540-1559. http://dx.doi.org/10.1037/dev0000367
62. Lindberg, L., Santelli, J., & Desai, S. (2016). Understanding the recent decline in adolescent fertility in the United States, 2007-2013. The Journal of Adolescent Health, 58, S100-S101. http://dx.doi.org/10.1016/j.jadohealth.2015.10.213
63. MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1, 130-149. http://dx.doi.org/10.1037/1082-989X.1.2.130
64. MacCallum, R., Lee, T., & Browne, M. W. (2010). The issue of isopower in power analysis for tests of structural equation models. Structural Equation Modeling, 17, 23-41. http://dx.doi.org/10.1080/10705510903438906
65. MacKinnon, D. P., Fairchild, A. J., & Fritz, M. S. (2007). Mediation analysis. Annual Review of Psychology, 58, 593-614. http://dx.doi.org/10.1146/annurev.psych.58.110405.085542
66. Maehr, M. L., & Anderman, E. M. (1993). Reinventing schools for early adolescents: Emphasizing task goals. The Elementary School Journal, 93, 593-610. http://dx.doi.org/10.1086/461742
67. Maehr, M. L., & Midgley, C. (1996). Transforming school cultures. Boulder, CO: Westview Press.
68. McArdle, J. J. (2009). Latent variable modeling of differences and changes with longitudinal data. Annual Review of Psychology, 60, 577-605. http://dx.doi.org/10.1146/annurev.psych.60.110707.163612
69. Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503. http://dx.doi.org/10.1146/annurev.psych.56.091103.070258
70. Midgley, C. (Ed.), (2002). Goals, goal structures, and patterns of adaptive learning. Mahwah, NJ: Erlbaum.
71. Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L. H.,. Roeser, R. (1998). The development and validation of scales assessing students' achievement goal orientations. Contemporary Educational Psychology, 23, 113-131. http://dx.doi.org/10.1006/ceps.1998.0965
72. Miller, A. D., & Murdock, T. B. (2007). Modeling latent true scores to determine the utility of aggregate student perceptions as classroom indicators in HLM: The case of classroom goal structures. Contemporary Educational Psychology, 32, 83-104. http://dx.doi.org/10.1016/j.cedpsych.2006.10.006
73. Murayama, K., & Elliot, A. J. (2009). The joint influence of personal achievement goals and classroom goal structures on achievementrelevant outcomes. Journal of Educational Psychology, 101, 432-447. http://dx.doi.org/10.1037/a0014221
74. Muthén, L. K., & Muthén, B. O. (1998-2012). Mplus user's guide (7th ed.). Los Angeles, CA: Author.
75. Nagengast, B., & Trautwein, U. (2016). The prospects and limitations of latent variable models in educational psychology. In L. Corno & E. M. Anderman (Eds.), Handbook of educational psychology (pp. 48-58). New York, NY: Routledge.
76. National Center for Education Statistics. (2001). Digest of education statistics: State requirements for high school graduation. Retrieved August 8, 2011 from Institute of Education Sciences via http://nces.ed.gov/programs/digest/d01/dt153.asp
77. Noar, S. M., Anderman, E. M., Zimmerman, R. S., & Cupp, P. K. (2005). Fostering achievement motivation in health education: Are we applying relevant theory to school-based HIV prevention programs? Journal of Psychology & Human Sexuality, 16, 59-76. http://dx.doi.org/10.1300/J056v16n04_04
78. Noar, S. M., & Zimmerman, R. S. (2005). Health Behavior Theory and cumulative knowledge regarding health behaviors: Are we moving in the right direction? Health Education Research, 20, 275-290. http://dx.doi.org/10.1093/her/cyg113
79. O'Leary, A., Jemmott, L. S., & Jemmott, J. B., III. (2008). Mediation analysis of an effective sexual risk-reduction intervention for women: The importance of self-efficacy. Health Psychology, 27, S180-S184. http://dx.doi.org/10.1037/0278-6133.27.2(Suppl.).S180
80. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578. http://dx.doi.org/10.3102/00346543066004543
81. Perez, T., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology, 106, 315-329. http://dx.doi.org/10.1037/a0034027
82. Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555. http://dx.doi.org/10.1037/0022-0663.92.3.544
83. Raykov, T. (2005). Analysis of longitudinal studies with missing data using covariance structure modeling with full-information maximum likelihood. Structural Equation Modeling, 12, 493-505. http://dx.doi.org/10.1207/s15328007sem1203_8
84. Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422. http://dx.doi.org/10.1037/0022-0663.88.3.408
85. Rohrbach, L. A., Berglas, N. F., Jerman, P., Angulo-Olaiz, F., Chou, C.-P., & Constantine, N. A. (2015). A rights-based sexuality education curriculum for adolescents: 1-year outcomes from a cluster-randomized trial. Journal of Adolescent Health, 57, 399-406. http://dx.doi.org/10.1016/j.jadohealth.2015.07.004
86. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. http://dx.doi.org/10.1037/0003-066X.55.1.68
87. Schenke, K., Lam, A. C., Conley, A. M., & Karabenick, S. A. (2015). Adolescents' help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year. Contemporary Educational Psychology, 41, 133-146. http://dx.doi.org/10.1016/j.cedpsych.2015.01.003
88. Shim, S. S., Kiefer, S. M., & Wang, C. (2013). Help seeking among peers: The role of goal structure and peer climate. The Journal of Educational Research, 106, 290-300. http://dx.doi.org/10.1080/00220671.2012.692733
89. Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42, 70-83. http://dx.doi.org/10.1037/0012-1649.42.1.70
90. Sionéan, C., DiClemente, R. J., Wingood, G. M., Crosby, R., Cobb, B. K., Harrington, K.,. Oh, M. K. (2002). Psychosocial and behavioral correlates of refusing unwanted sex among African-American adolescent females. Journal of Adolescent Health, 30, 55-63. http://dx.doi.org/10.1016/S1054-139X(01)00318-4
91. Skaalvik, E. M., Federici, R. A., Wigfield, A., & Tangen, T. N. (2017). Students' perceptions of mathematics classroom goal structures: Implications for perceived task values and study behavior. Social Psychology of Education, 20, 543-563. http://dx.doi.org/10.1007/s11218-017-9382-1
92. Spinath, B., & Steinmayr, R. (2008). Longitudinal analysis of intrinsic motivation and competence beliefs: Is there a relation over time? Child Development, 79, 1555-1569. http://dx.doi.org/10.1111/j.1467-8624.2008.01205.x
93. Spinath, B., & Steinmayr, R. (2012). The roles of competence beliefs and goal orientations for change in intrinsic motivation. Journal of Educational Psychology, 104, 1135-1148. http://dx.doi.org/10.1037/a0028115
94. Trautwein, U., Marsh, H. W., Nagengast, B., Lüdtke, O., Nagy, G., & Jonkmann, K. (2012). Probing for the multiplicative term in modern expectancy-value theory: A latent interaction modeling study. Journal of Educational Psychology, 104, 763-777. http://dx.doi.org/10.1037/a0027470
95. Turner, J. C., Midgley, C., Meyer, D. K., Gheen, M., Anderman, E. M., Kang, Y., & Patrick, H. (2002). The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94, 88-106. http://dx.doi.org/10.1037/0022-0663.94.1.88
96. Urdan, T. (2004). Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture. Journal of Educational Psychology, 96, 251-264. http://dx.doi.org/10.1037/0022-0663.96.2.251
97. Urdan, T., Midgley, C., & Anderman, E. M. (1998). The role of classroom goal structure in students' use of self-handicapping strategies. American Educational Research Journal, 35, 101-122. http://dx.doi.org/10.3102/00028312035001101
98. Walter, H. J., Vaughan, R. D., Gladis, M. M., Ragin, D. F., Kasen, S., & Cohall, A. T. (1992). Factors associated with AIDS risk behaviors among high school students in an AIDS epicenter. American Journal of Public Health, 82, 528-532. http://dx.doi.org/10.2105/AJPH.82.4.528
99. Wang, M. T. (2012). Educational and career interests in math: A longitudinal examination of the links between classroom environment, motivational beliefs, and interests. Developmental Psychology, 48, 1643-1657. http://dx.doi.org/10.1037/a0027247
100. Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23. http://dx.doi.org/10.1016/j.learninstruc.2013.04.002
101. Watt, H. M., Hyde, J. S., Petersen, J., Morris, Z. A., Rozek, C. S., & Harackiewicz, J. M. (2017). Mathematics-A critical filter for STEMrelated career choices? A longitudinal examination among Australian and U.S. adolescents. Sex Roles, 77, 254-271. http://dx.doi.org/10.1007/s11199-016-0711-1
102. Widman, L., Noar, S. M., Choukas-Bradley, S., & Francis, D. B. (2014). Adolescent sexual health communication and condom use: A metaanalysis. Health Psychology, 33, 1113-1124. http://dx.doi.org/10.1037/hea0000112
103. Wigfield, A., & Cambria, J. (2010). Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1-35. http://dx.doi.org/10.1016/j.dr.2009.12.001
104. Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81. http://dx.doi.org/10.1006/ceps.1999.1015
105. Wigfield, A., Eccles, J. S., MacIver, D., Reuman, D. A., & Midgley, C. (1991). Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27, 552-565. http://dx.doi.org/10.1037/0012-1649.27.4.552
106. Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J. A., Freedman-Doan, C., & Blumenfeld, P. C. (1997). Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89, 451-469. http://dx.doi.org/10.1037/0022-0663.89.3.451
107. Wigfield, A., Tonks, S., & Klauda, S. L. (2009). Expectancy-value theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation in school (pp. 55-76). New York, NY: Taylor Francis.
108. Williams, J., & Mackinnon, D. P. (2008). Resampling and distribution of the product methods for testing indirect effects in complex models. Structural Equation Modeling, 15, 23-51. http://dx.doi.org/10.1080/10705510701758166
109. 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, 96, 236-250. http://dx.doi.org/10.1037/0022-0663.96.2.236
110. Zimmerman, R. S., Cupp, P. K., Donohew, L., Sionéan, C. K., Feist-Price, S., & Helme, D. (2008). Effects of a school-based, theory-driven HIV and pregnancy prevention curriculum. Perspectives on Sexual and Reproductive Health, 40, 42-51. http://dx.doi.org/10.1363/4004208
111. Zimmerman, R. S., Morisky, D. E., Harrison, L., & Mark, H. D. (2014). Validity of behavioral measures as proxies for HIV-related outcomes. Journal of Acquired Immune Deficiency Syndromes, 66, S285-S292. http://dx.doi.org/10.1097/QAI.0000000000000241