Goal Orientation, Task Difficulty, and Task Interest: A Multilevel Analysis

Horvath, Michael; Herleman, Hailey A; Lee McKie, R

doi:10.1007/s11031-006-9029-6

Cited by 57Education, Achievement, and GiftednessMotivation and Self-Concept in SportsGrit, Self-Efficacy, and Motivation

Goal Orientation, Task Difficulty, and Task Interest: A Multilevel Analysis

Horvath, Michael, Herleman, Hailey A, Lee McKie, R·2006·Motivation and Emotion

DOI 10.1007/s11031-006-9029-6

Open this paper in CoChat — free account

Integrity signals

Registry

Crossref · 10.1007/s11031-006-9029-6

Cites

35 of 35 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Research on responses to feedback suggests that additional internal factors might play a role, including self-efficacy, goal orientation, mindset, and task motivation.
“Research on responses to feedback suggests that additional internal factors might play a role, including self-efficacy, which refers to students' beliefs about their capabilities to achieve a specific goal or task (Bandura, 1986); goal orientation, which refers to students' purpose for engaging in a task or behavior (Dweck and Leggett, 1988;Elliot, 2005;Mega et al., 2014); mindset, which are one's”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Horvath et al., 2006
Studies on task interest have shown that it plays a significant role in students' emotions, goal-setting, academic achievement, and behaviors.
“Studies on task interest have shown that it plays a significant role in students' emotions, goal-setting (Horvath et al., 2006), academic achievement, and behaviors (Harackiewicz et al., 2000;Harackiewicz and Hulleman, 2010;Boekaerts, 2011).”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Horvath et al., 2006

A social-cognitive approach to motivation and personality.
Dweck, C. S., & Leggett, E. L. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.256 · Cited by 9,745 · see citing works
Building a practically useful theory of goal setting and task motivation: A 35-year odyssey.
Locke, E. A., & Latham, G. P. (2002) · American Psychologist · doi:10.1037/0003-066x.57.9.705 · Cited by 7,766 · cited 2× · see citing works
“A vast array of research has shown that difficult and specific goals relate to superior performance (see Locke and Latham, 2002 ).”
Background
Perceived Behavioral Control, Self‐Efficacy, Locus of Control, and the Theory of Planned Behavior <sup>1</sup>
Ajzen, I. (2002) · Journal of Applied Social Psychology · doi:10.1111/j.1559-1816.2002.tb00236.x · Cited by 7,629 · see citing works
Multilevel analysis : an introduction to basic and advanced multilevel modeling
Snijders, T. A. B., & Bosker, R. (1999) · Cited by 6,830 · see citing works
Untitled work
(1999) · Cited by 6,308 · see citing works
Handbook of Self-Regulation
(2000) · Elsevier eBooks · doi:10.1016/b978-0-12-109890-2.x5027-6 · Cited by 4,439 · see citing works
A hierarchical model of approach and avoidance achievement motivation.
Elliot, A. J., & Church, M. A. (1997) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.72.1.218 · Cited by 3,752 · see citing works
Development and Validation of a Work Domain Goal Orientation Instrument
Vandewalle, D. (1997) · Educational and Psychological Measurement · doi:10.1177/0013164497057006009 · Cited by 1,547 · see citing works
Interest, Learning, and Motivation
Schiefele, U. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653136 · Cited by 1,453 · see citing works
Task complexity: Definition of the construct
Wood, R. E. (1986) · Organizational Behavior and Human Decision Processes · doi:10.1016/0749-5978(86)90044-0 · Cited by 1,393 · see citing works
Untitled work
(2000) · Cited by 1,369 · see citing works
Achievement goals, study strategies, and exam performance: A mediational analysis.
Elliot, A. J., McGregor, H. A., & Gable, S. L. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.3.549 · Cited by 1,259 · see citing works
A meta-analytic examination of the goal orientation nomological net.
Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007) · Journal of Applied Psychology · doi:10.1037/0021-9010.92.1.128 · Cited by 1,242 · see citing works
Goal Orientation in Organizational Research: A Conceptual and Empirical Foundation
Button, S. B., Mathieu, J. E., & Zajac, D. M. (1996) · Organizational Behavior and Human Decision Processes · doi:10.1006/obhd.1996.0063 · Cited by 1,217 · see citing works
Intrinsic and extrinsic motivation : the search for optimal motivation and performance
Sansone, C., & Harackiewicz, J. M. (2000) · Cited by 1,204 · see citing works
Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation.
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002) · Journal of Educational Psychology · doi:10.1037/0022-0663.94.3.562 · Cited by 921 · see citing works
Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal--setting process.
Phillips, J. M., & Gully, S. M. (1997) · Journal of Applied Psychology · doi:10.1037/0021-9010.82.5.792 · Cited by 889 · see citing works
A Motivated Action Theory Account of Goal Orientation.
DeShon, R. P., & Gillespie, J. Z. (2005) · Journal of Applied Psychology · doi:10.1037/0021-9010.90.6.1096 · Cited by 786 · see citing works
The Role of Goal Orientation Following Performance Feedback
VandeWalle, D., Cron, W. L., & Slocum, J. W. (2001) · Journal of Applied Psychology · doi:10.1037/0021-9010.86.4.629 · Cited by 781 · cited 1× · see citing works
“For instance, VandeWalle, Cron, and Slocum (2001) found goals to be positively related to MGO and negatively to AGO, and Lee, Sheldon, and Turban (2003) found a positive relationship between PGO and goals.”
Background
A test of the influence of goal orientation on the feedback-seeking process.
Vandewalle, D., & Cummings, L. L. (1997) · Journal of Applied Psychology · doi:10.1037/0021-9010.82.3.390 · Cited by 622 · see citing works
Individual interest and its implications for understanding intrinsic motivation
Renninger, K. A. (2000) · Elsevier eBooks · doi:10.1016/b978-012619070-0/50035-0 · Cited by 616 · see citing works
On the Structure of Behavioral Self-Regulation
Carver, C. S., & Scheier, M. F. (2000) · Elsevier eBooks · doi:10.1016/b978-012109890-2/50032-9 · Cited by 475 · see citing works
Avoidance achievement motivation: A personal goals analysis.
Elliot, A. J., & Sheldon, K. M. (1997) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.73.1.171 · Cited by 471 · see citing works
An interest researcher's perspective
Hidi, S. E. (2000) · Elsevier eBooks · doi:10.1016/b978-012619070-0/50033-7 · Cited by 337 · see citing works
Avoidance achievement motivation: A personal goals analysis.
Elliot, A. J., & Sheldon, K. M. (1997) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.73.1.171 · Cited by 337 · see citing works
Handbook of research methods in industrial and organizational psychology
(2002) · Choice Reviews Online · doi:10.5860/choice.40-1860 · Cited by 328 · see citing works
Goal orientation and task demand effects on motivation, affect, and performance.
Steele‐Johnson, D., Beauregard, R. S., Hoover, P. B., & Schmidt, A. M. (2000) · Journal of Applied Psychology · doi:10.1037/0021-9010.85.5.724 · Cited by 295 · see citing works
Personality and the goal-striving process: The influence of achievement goal patterns, goal level, and mental focus on performance and enjoyment.
Lee, F. K., Sheldon, K. M., & Turban, D. B. (2003) · Journal of Applied Psychology · doi:10.1037/0021-9010.88.2.256 · Cited by 293 · see citing works
Handbook of Research Methods in Industrial and Organizational Psychology
(2004) · Blackwell Publishing Ltd eBooks · doi:10.1111/b.9781405127004.2004.x · Cited by 219 · see citing works
Task Interest and Actual Performance: The Moderating Effects of Assigned and Adopted Purpose Goals.
Yperen, N. W. V. (2003) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.85.6.1006 · Cited by 153 · see citing works
The Role of Goal Orientation on Negative Emotions and Goal Setting When Initial Performance Falls Short of One's Performance Goal
Cron, W. L., Slocum, J. W., Vandewalle, D., & Fu, (. Q. (2005) · Human Performance · doi:10.1207/s15327043hup1801_3 · Cited by 148 · see citing works
Student Goal Orientation and Interest: Effects on Students' Use of Self-Regulated Learning Strategies
McWhaw, K., & Abrami, P. C. (2001) · Contemporary Educational Psychology · doi:10.1006/ceps.2000.1054 · Cited by 132 · see citing works
Issues in Multilevel Research: Theory Development, Measurement, and Analysis
Hofmann, D. A. (2004) · doi:10.1002/9780470756669.ch12 · Cited by 108 · see citing works
Determinants of choice of goal difficulty level: A review of situational and personality influences
Campbell, D. J. (1982) · Journal of Occupational Psychology · doi:10.1111/j.2044-8325.1982.tb00081.x · Cited by 53 · see citing works
Domain Specificity's Effect on the Validity of Goal Orientation Measures
Horvath, M. J., Scheu, C. R., & DeShon, R. P. (2004) · PsycEXTRA Dataset · doi:10.1037/e518632013-255 · Cited by 1 · see citing works

Flagged first, then by citations

Sorted by citations

The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications
Linnenbrink‐Garcia, L., Middleton, M., Ciani, K. D., Easter, M. A., O’Keefe, P. A., & Zusho, A. (2012) · Educational Psychologist · doi:10.1080/00461520.2012.722515 · Cited by 214 · see citing works
Keeping it dull or making it fun: Task variation as a function of promotion versus prevention focus
Smith, J. L., Wagaman, J., & Handley, I. M. (2009) · Motivation and Emotion · doi:10.1007/s11031-008-9118-9 · Cited by 114 · see citing works
Do Multiple Solutions Matter? Prompting Multiple Solutions, Interest, Competence, and Autonomy
Schukajlow, S., & Krug, A. (2014) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.45.4.0497 · Cited by 109 · see citing works
When do mastery and performance goals facilitate academic achievement?
Senko, C. (2019) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2019.101795 · Cited by 92 · see citing works
Goal orientations and performance: Differential relationships across levels of analysis and as a function of task demands.
Yeo, G., Loft, S. D., Xiao, T., & Kiewitz, C. (2009) · Journal of Applied Psychology · doi:10.1037/a0015044 · Cited by 82 · see citing works
Mutual relationships between the levels of and changes in interest, self-efficacy, and perceived difficulty during task engagement
Nuutila, K., Tapola, A., Tuominen, H., Molnár, G., & Niemivirta, M. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102090 · Cited by 74 · see citing works
The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing
Lui, A. M., & Andrade, H. L. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.751548 · Cited by 71 · see citing works
Predictors of music performance anxiety during skilled performance in tertiary flute players
Kenny, D. T., Fortune, J., & Ackermann, B. J. (2011) · Psychology of Music · doi:10.1177/0305735611425904 · Cited by 70 · see citing works
The Interplay of Cognitive Load, Learners’ Resources and Self-regulation
Seufert, T., Hamm, V., Vogt, A., & Riemer, V. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09890-1 · Cited by 70 · see citing works
Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences.
Guo, J., Hu, X., Elliot, A. J., Marsh, H. W., Murayama, K., Basarkod, G., Parker, P. D., & Dicke, T. (2022) · Journal of Personality and Social Psychology · doi:10.1037/pspp0000436 · Cited by 74 · see citing works
How do teachers promote their students' lifelong learning in class? Development and first application of the LLL Interview
Klug, J., Krause, N., Schober, B., Finsterwald, M., & Spiel, C. (2013) · Teaching and Teacher Education · doi:10.1016/j.tate.2013.09.004 · Cited by 51 · see citing works
Performance-approach goal effects on achievement under low versus high challenge conditions
Senko, C., Durik, A. M., Patel, L., Lovejoy, C. M., & Valentiner, D. P. (2012) · Learning and Instruction · doi:10.1016/j.learninstruc.2012.05.006 · Cited by 50 · see citing works
How can the blow of math difficulty on elementary school children’s motivational, cognitive, and affective experiences be dampened? The critical role of autonomy-supportive instructions.
Baten, E., Vansteenkiste, M., De Muynck, G.-J., De Poortere, E., & Desoete, A. (2020) · Journal of Educational Psychology · doi:10.1037/edu0000444 · Cited by 46 · see citing works
Homeschooling during the SARS-CoV-2 pandemic: the role of students’ trait self-regulation and task attributes of daily learning tasks for students’ daily self-regulation
Blume, F., Schmidt, A., Kramer, A. C., Schmiedek, F., & Neubauer, A. B. (2021) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-021-01011-w · Cited by 44 · see citing works
The relationship between learning goal orientation, goal setting, and performance: a longitudinal study
Taing, M. U., Smith, T. N., Singla, N., Johnson, R. E., & Chang, C.-H. D. (2013) · Journal of Applied Social Psychology · doi:10.1111/jasp.12119 · Cited by 46 · see citing works
Day‐to‐day variation in students’ academic success: The role of self‐regulation, working memory, and achievement goals
Blume, F., Irmer, A., Dirk, J., & Schmiedek, F. (2022) · Developmental Science · doi:10.1111/desc.13301 · Cited by 44 · see citing works
Knowing When to Pass: The Effect of AI Reliability in Risky Decision Contexts
Elder, H., Canfield, C., Shank, D., Rieger, T., & Hines, C. (2022) · Hum. Factors · doi:10.1177/00187208221100691 · Cited by 34 · see citing works
Metacognitive Instruction for Sustainable Learning: Learners’ Perceptions of Task Difficulty and Use of Metacognitive Strategies in Completing Integrated Speaking Tasks
Zhang, W., Zhang, D., & Zhang, L. J. (2021) · Sustainability · doi:10.3390/su13116275 · Cited by 37 · see citing works
Person-Oriented Approaches to Profiling Learners in Technology-Rich Learning Environments for Ecological Learner Modeling
Jang, E. E., Lajoie, S. P., Wagner, M., Xu, Z., Poitras, E., & Naismith, L. M. (2016) · Journal of Educational Computing Research · doi:10.1177/0735633116678995 · Cited by 34 · see citing works
Examining Effects of Self-Efficacy on Research Motivation Among Chinese University Teachers: Moderation of Leader Support and Mediation of Goal Orientations
Zhang, J., Cao, C., Shen, S., & Meng, Q. (2019) · The Journal of Psychology · doi:10.1080/00223980.2018.1564230 · Cited by 31 · see citing works
Unwrapping opportunity confidence: how do different types of feasibility beliefs affect venture emergence?
Vilanova, L., & Vitanova, I. (2019) · Small Business Economics · doi:10.1007/s11187-019-00159-4 · Cited by 28 · see citing works
Fine-Grained Assessment of Motivation over Long Periods of Learning with an Intelligent Tutoring System: Methodology, Advantages, and Preliminary Results
Bernacki, M. L., Nokes‐Malach, T. J., & Aleven, V. (2013) · Springer international handbooks of education · doi:10.1007/978-1-4419-5546-3_41 · Cited by 26 · see citing works
Learning Goal Orientation, Career Self‐Efficacy, and Career Interest: A Moderated Mediation Model
Jiang, Y. (2021) · Journal of Employment Counseling · doi:10.1002/joec.12171 · Cited by 24 · see citing works
Goal orientation profiles and task performance growth trajectories
Yeo, G., Sorbello, T., Koy, A., & Smillie, L. D. (2008) · Motivation and Emotion · doi:10.1007/s11031-008-9099-8 · Cited by 19 · see citing works
Einfluss individueller Merkmale und familiärer Faktoren auf den Schriftspracherwerb
Roos, J., & Schöler, H. (2009) · VS Verlag für Sozialwissenschaften eBooks · doi:10.1007/978-3-531-91574-6_3 · Cited by 17 · see citing works
How trait and state positive Emotions, negative Emotions, and self-regulation relate to adolescents' perceived daily learning progress
Zhu, G., Zheng, J., Ratner, K., Li, Q., Estevez, M., & Burrow, A. L. (2024) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2024.102275 · Cited by 19 · see citing works
The relation between goal orientation and occupational withdrawal
Sims, R. L., & Boytell, J. J. (2015) · Leadership & Organization Development Journal · doi:10.1108/lodj-01-2014-0005 · Cited by 15 · see citing works
Modeling Goal Setting Within a Multimedia Environment on Complex Physics Content
Twyford, J., & Craig, S. D. (2016) · Journal of Educational Computing Research · doi:10.1177/0735633116667371 · Cited by 13 · see citing works
Team goal-setting involves more than only goal-setting
Arraya, M. A. M., Pellissier, R., & Preto, I. (2015) · Sport Business and Management An International Journal · doi:10.1108/sbm-11-2012-0046 · Cited by 14 · see citing works
Multimodal Study of the Effects of Varying Task Load Utilizing EEG, GSR and Eye-TrackingPreprint
Born, J., Ramachandran, B. R. N., Pinto, S. R., WINKLER, S. S., & Ratnam, R. (2019) · bioRxiv (Cold Spring Harbor Laboratory) · doi:10.1101/798496 · Cited by 11 · see citing works
Perception of difficulty and glucose control: Effects on academic performance in youth with type I diabetes
POTTS, T. M. (2015) · World Journal of Diabetes · doi:10.4239/wjd.v6.i3.527 · Cited by 10 · see citing works
Preservice Early Childhood Teachers’ Learning of Science in a Methods Course: Examining the Predictive Ability of an Intentional Learning Model
Saçkes, M., & Trundle, K. C. (2013) · Journal of Science Teacher Education · doi:10.1007/s10972-013-9355-y · Cited by 9 · see citing works
Academic Goal Orientation: New Insights and Cultural Adaptation of Academic Goal Orientation Questionnaire into the Turkish Language
Fındıkoğlu, F., & Gürol, M. (2021) · Georgia Educational Researcher · doi:10.20429/ger.2021.180104 · Cited by 8 · see citing works
Cognición, motivación y emoción en la interacción profesor-alumno. Una propuesta para analizar su relación mediante el registro de las ayudas frías y cálidas
Herrera, R. D. S., & Sánchez, E. (2012) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1174/021037012803495258 · Cited by 6 · see citing works
Examining short-term self-efficacy change connections with performance, perceived difficulty, and interest
Shum, A., & Fryer, L. K. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2025.102223 · Cited by 4 · see citing works
Effects of Performance Goal Orientations on English Translation Techniques in Digital Game-Based Learning
Hung, H., Yang, J. C., & Chung, C. (2024) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2024.2364474 · Cited by 4 · see citing works
The Effects of Task Autonomy and Task Interest on Goal-Setting Behavior and Task Performance
Crane, M. E. (2012) · EngagedScholarship @ Cleveland State University (Cleveland State University) · Cited by 4 · see citing works
Making the leader identity salient can be demotivating.
Savani, K., & Zou, X. (2018) · Journal of Experimental Psychology Applied · doi:10.1037/xap0000178 · Cited by 4 · see citing works
Examining Preservice Teachers' Reasoning and Decision Making in Three Case-Based Approaches
Çevik, Y. D. (2011) · doi:10.31274/etd-180810-3078 · Cited by 4 · see citing works
Performance attainment and intrinsic motivation: An achievement goal approach
Blaga, M. (2012) · University of Groningen research database (University of Groningen / Centre for Information Technology) · Cited by 4 · see citing works
The Effects of Goal Type, Learning Interest, and Task Difficulty on Learning English Words
Zhang, P., Wang, Z., & Adesope, O. (2016) · International Journal of Learning Teaching and Educational Research · Cited by 3 · see citing works
When Less Is More: How Complexity Impacts Goal Setting, Judgment Accuracy, and Deals in Negotiation
Arnold, J. A., & O’Connor, K. M. (2020) · Psychological Reports · doi:10.1177/0033294120925370 · Cited by 2 · see citing works
Does perceived vaping addiction predict subsequent vaping cessation behaviour among adults who use nicotine vaping products regularly?
Koops, A., Yong, H., Borland, R., McNeill, A. D., Hyland, A. J., Lohner, V., & Mons, U. (2024) · Addictive Behaviors · doi:10.1016/j.addbeh.2024.108172 · Cited by 2 · see citing works
A comparison between two didactical approaches on shielding problems in an electromagnetic compatibility course – Analytical method versus simulation method
Aciu, L., Cazan, A., & Ogrutan, P. (2016) · International Journal of Electrical Engineering Education · doi:10.1177/0020720915596753 · Cited by 2 · see citing works
Undergraduate Music Students’ Self-Reports of Conducting Anxiety in Introductory Conducting Courses
Regier, B. J., Baughman, M., Scherer, A. D., & Silvey, B. A. (2025) · Journal of Research in Music Education · doi:10.1177/00224294251319502 · Cited by 1 · see citing works
An explanatory review of mandatory task
Hong, S. G. K., & Ahmad, A. (2016) · International Symposium on Agents, Multi-Agent Systems and Robotics (ISAMSR) · doi:10.1109/isamsr.2016.7810002 · Cited by 1 · see citing works
Effects of Information Processing Strategies on Rater Motivation in Job Analysis
Cecil, C. A. (2015) · EngagedScholarship @ Cleveland State University (Cleveland State University) · Cited by 1 · see citing works
A DELPHI STUDY TO IDENTIFY THE CHARACTERISTICS OF PERSON- ORGANIZATION FIT AND JOB SATISFACTION OF MANAGERIAL COACHING BY EXECUTIVES AND ENTREPRENEURS
Garza, M. E. (2015)
Performance attainment and intrinsic motivation
Blaga, M. (2012)
The effect of content-related and unrelated break activities on test results
Gentek, R. D. (2016) · Rowan Digitals Works (Rowan University)
The Role of Goal Setting, Collectivism, and Task Orientation on Iranian Wrestling Teams Performance
Abdolmaleki, H., & Zakizadeh, B. (2016) · International Journal of Wrestling Science · doi:10.1080/21615667.2016.1277811
Retracted
Cooperative Vs Competitive Goals In Educational Video Games
SMITH, P. A. S. (2012) · Journal of International Crisis and Risk Communication Research
Day-to-Day Variation in Students’ Academic Success: The Role of Self-Regulation, Working Memory, and Achievement GoalsPreprint
Blume, F., Schmidt), A. I. (., Dirk, J., & Schmiedek, F. (2021) · doi:10.31234/osf.io/nax75
Moderation is the key: taking too easy or too hard courses increases academic cyberloafing
Ding, Z., Liu, R., Yi, D., Yang, X., & Yang, Y. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13546-0
Entwicklung der Lern- und Leistungsmotivation beim Übergang auf die weiterführende Schule
Roos, J., & Schöler, H. (2012) · Springer eBooks · doi:10.1007/978-3-531-93269-9_4
Linking Strategic Competence, Task Complexity, and Speaking Test Performance
Zhang, W., & Zhang, L. J. (2026) · Springer eBooks · doi:10.1007/978-981-95-7445-2_7
Interesse als Katalysator: Die Rolle des Interesses bei der Nutzung gestufter Lernhilfen im Forschenden Lernen
Arnold, J. C., Lüscher, A. D., Schneider, C., & Schmid, A. M. (2026) · Zeitschrift für Didaktik der Naturwissenschaften · doi:10.1007/s40573-026-00197-y

Achievement Goals, Task Performance, and Interest: Why Perceived Goal Difficulty Matters
Senko, C., & Harackiewicz, J. M. (2005) · Personality and Social Psychology Bulletin · doi:10.1177/0146167205281128 · Cited by 125 · see citing works
Goal orientation and task demand effects on motivation, affect, and performance.
Steele‐Johnson, D., Beauregard, R. S., Hoover, P. B., & Schmidt, A. M. (2000) · Journal of Applied Psychology · doi:10.1037/0021-9010.85.5.724 · Cited by 295 · see citing works
Goal Orientation, Goal Difficulty, and Incentive Values of Academic Goals
Wicker, F. W., Hamman, D., Reed, J. H., McCann, E. J., & Turner, J. E. (2005) · Psychological Reports · doi:10.2466/pr0.96.3.681-689 · Cited by 10 · see citing works
Goal orientations and performance: Differential relationships across levels of analysis and as a function of task demands.
Yeo, G., Loft, S. D., Xiao, T., & Kiewitz, C. (2009) · Journal of Applied Psychology · doi:10.1037/a0015044 · Cited by 82 · see citing works
The Interactive Effects of Achievement Goals and Task Complexity \non Effort, Mental Focus and Enjoyment
Hafsteinsson, L. G. (2004) · VTechWorks (Virginia Tech)

Authors: Horvath, M., Herleman, H. A., & Lee McKie, R.
Affiliations: Clemson University (US)
ORCID: Horvath, Michael
Venue: Motivation and Emotion
Publisher: Springer Science and Business Media LLC
Published: 2006-07-25
Volume: 30
Issue: 2
Pages: 169-176
ISSN: 0146-7239 (ISSN-L)
1573-6644
DOI: 10.1007/s11031-006-9029-6
OpenAlex: W2020364262
Cited by: 56
References: 35
Citations by year: 2026: 2 · 2025: 3 · 2024: 4 · 2022: 4 · 2021: 5 · 2020: 1 · 2019: 5 · 2018: 1 · 2016: 6 · 2015: 6 · 2014: 1 · 2013: 4 · 2012: 8
FWCI: 1.57
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: Motivation and Emotion (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
Keywords: goal orientation, task difficulty, task interest, self-set goals, mastery orientation, performance-avoidance goals, performance-approach goals, buffering effect

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Goal Orientation, Task Difficulty, and Task Interest: A Multilevel Analysis

Integrity signals

Claims the paper makes

Claims other papers make about this one

Cites

Cited by

Related

Record

About these checks