Differential Effects of Motivational Orientation on Self-Confidence and Helplessness among High Achievers and Underachievers

Gifted and Talented International

Volumn 19, Issue 2, 2004, Pages 61-68

  Ziegler, Albert ^a   Stoeger, Heidrun ^a  

^a UNIVERSITY OF ULM   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85082063755     PISSN: 15332276     EISSN: 24709565     Source Type: Journal    
DOI: 10.1080/15332276.2004.11673038     Document Type: Article

References (44)

1. Ames, C., (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84. 261–271.
2. Anderman, E. M., Eccles, J. S., Yoon, K. S., Roeser, R., Wigfield, A., & Blumenfeld, P., (2001). Learning to value mathematics and reading: Relations to mastery and performance-oriented instructional practices. Contemporary Educational Psychology, 26, 76–95.
3. Beerman, L., Heller, K. A., & Mcnacher, P., (1992). Mathe: nichts für Mädchen? Begabung und Geschlecht ant Beispiel von Mathematik. Naturwissenschaft und Technik [Math: no girls allowed? Talent and gender in Mathematics, the Natural Science and Technology], Bern: Huber.
4. Bong, M., (2001). Role of self-efficacy and task-value in predicting college students& course performance and future enrollment intentions. Contemporary Educational Psychology. 26. 553–570.
5. Breitkopf, L., (1985). Zur Validität und Nützlichkeit der Hilflosigkeitsskala HiS in klinischpsychologischcn und medizinpsychologischen Untersuchungen [The validity and usefulness of the Helplessness Scale in clinical and medical investigations in the field of Psychology]. Diagnostica, 31. 324–332.
6. Church, M. A., Elliot, A., & Gable, S., (2000). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology. 93, 43–54.
7. Covington, M. V., (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology. 51. 171–200.
8. Dresel, M., (2001). A longitudinal analysis of Dweck’s Motivation-Process-Model in the classroom. Psychologische Beitrage. 43. 129–152.
9. Dweck, C. S., (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.
10. Dweck, C. S., & Henderson, V. L., (1988). Theories of intelligence: Background and measures. Unpublished manuscript. Champaign-Urbana: University of Illinois.
11. Dweck, C. S., & Leggett, E. L., (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273.
12. Dykman, B. M., (1998). Integrating cognitive and motivational factors in depression: Initial tests of a goal-orientation approach. Journal of Personality and Social Psychology, 74, 139–158.
13. Elliot, A. J., (1997). Integrating the “classic“ and ”contemporary” approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. Advances in Motivation and Achievement. 10, 243–279.
14. Elliot, A. J., & Church, M. A., (1997). A hierarchical model of approach and achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.
15. Elliot, A. J., & Harackiewicz, J. M., (1996). Approach and avoidance goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology. 70, 461–475.
16. Elliot, A. J., & McGregor, H. A., (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology. 76. 628–644.
17. Elliot, A. J., & McGregor, H. A., (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 3, 501–519.
18. Gagné, F., (2000). Understanding the complex choreography of talent development through DMGT-based analysis. In K. A., Heller, F. J., Mönks, R., Sternberg & R., Subotnik (Eds.). International handbook of giftedness and talent (pp. 67–79). Oxford. UK: Pergamon.
19. 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.
20. Harackiewicz, J. M., Barron, K. E., & Elliot, A. J., (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33. 1–21.
21. Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Trash, T. M., (2002). Revision of achievement goal theory: Neccssary and illustrating. Journal of Educational Psychology, 94, 638–645.
22. Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J., (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology. 94. 562–575.
23. Heller, K. A., Finsterwald, M., & Ziegler, A., (2000). Implicit theories of German mathematics and physics teachers on gender specific giftedness and motivation. In A., Ziegler (Ed.), Antecedents of motivation and behavior. The role of implicit theories of intelligence (pp. 172–189). Lengerich: Pabst International.
24. Heller, K. A., Kratzmeier, H., & Lengfelder, A., (1998). Standard Progressive Matrices (SPM; Raven, J.C., 1958). Goettingen, Germany: Beltz.
25. Middleton, M. J., & Midgley, C., (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710–718.
26. Midgley, C., Anderman, E., & Hicks, L., (1995). Differences between elementary and middle school teachers and students: A goal theory approach. Journal of Adolescence, 15, 90–113.
27. Midgley, C., Kaplan, A., & Middleton, M., (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 1, 77–86.
28. Midgley, C., & Urdan, T., (2001). Predictors of middle school students’ use of self-handicapping strategies. Journal of Early Adolescence, 15, 389–411.
29. Murphy, P. K., & Alexander, P. A., (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25, 3–53.
30. Pintrich, P. R., (1999). The role of goat orientation in self-regulated learning. In M., Boekaerts, P., Pintrich, M., Zeidner (Eds.). Handbook of self-regulation: Theory, research, and applications (pp. 451–502). San Diego, CA: Academic Press.
31. Pintrich, P. R., (2000). An achievement goal theory perspective on issues in motivation terminology, theory and research. Contemporary Educational Psychology, 25, 92–104.
32. Pintrich, P. R., & De Groot, E. V., (1990). Motivational and selfregulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40.
33. Pintrich, ames>P. R., & Schunk, D. H., (1996). Motivation in education: Theory, research and application. Englewood Cliffs, NJ: Simon & Schuster.
34. Pintrich, P. R., & Schunk, D. H., (2002). Motivation in education.Englewood Cliffs, NJ: Simon & Schuster.
35. Pintrich, P. R., & Schrauben, B., (1992). Students’ motivational beliefs and their cognitive engagement in classroom academic tasks. In D. H., Schunk & J. L., Meece (Eds.), Student perceptions in the classroom (pp. 149–183). Hillsdale, NJ: Lawrence Erlbaum Associates.
36. Seifert, T. L., (1985). Characteristics of ego- and task-oriented students: A comparison of two methodologies. British Journal of Educational Psychology, 65, 125–138.
37. Skaalvik, E. M., (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71–81.
38. Stoeger, H., & Ziegler, A., (2003). Deviations among different indicators of underachievement. Posterat the 15 th Biennial Conference of the World Council for Gifted and Talented Children (WCGTC) at Adelaide, Australia.
39. Winner, E., (2000). Giftedness: Current theory and research. Current Directions in Psychological Science, 9, 153–156.
40. Wolters, C. A., Yu, S. L., & Pintrich, P. R., (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211–238.
41. Ziegler, A., Heller, K. A., & Stachl, S., (1998). Comparison of the general school related motivational set of average, gifted and highly gifted boys or girls. Gifted and Talented International, 13, 58–65.
42. Ziegler, A., & Schober, B., (1999). Der Zusammenhang von Eltern- und Kindkognitionen bezüglich des Faches Mathematik [The relationship between parent and child cognitions with respect to the subject of Mathematics]. Familienforschung, 11, 72–95.
43. Ziegler, A., & Stoeger, H., (2002). Motivationale Ziele im Mathcmatikunterricht von Mittelstufenschülerlnnen am Gymnasium [Motivational goals in Mathematics instruction among adolescent girls attending college preparatory schools]. Empirische Pädagogik, 16, 57–78.
44. Zorman, R., & David, H., (2000). Female achievement and challenges toward the third millennium. Jerusalem, Israel: Henrietta Szold Institute and the Ministry of Education.