Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?

Carol Midgley, Avi Kaplan, Michael Middleton·2001·Journal of Educational Psychology

Cited by (43)

  1. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.
    Ryan, Richard M., Deci, Edward L. · 2000 · American Psychologist
  2. Motivational beliefs, values, and goals
    Eccles, Jacquelynne S., Wigfield, Allan · 2002 · Annual Review of Psychology
  3. Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis.
    Robbins, Steven B., Lauver, Kristy, Le, Huy, Davis, Daniel, Langley, Ronelle, Carlstrom, Aaron · 2004 · Psychological Bulletin
  4. Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates
    Lepper, Mark R., Corpus, Jennifer Henderlong, Iyengar, Sheena S. · 2005 · Journal of Educational Psychology
  5. On the measurement of achievement goals: Critique, illustration, and application.
    Elliot, Andrew J., Murayama, Kou · 2008 · Journal of Educational Psychology
  6. Classroom goal structure, student motivation, and academic achievement
    Meece, Judith L., Anderman, Eric M., Anderman, Lynley H. · 2006 · Annual Review of Psychology
  7. Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance
    Pekrun, Reinhard, Elliot, Andrew J., Maier, Markus A. · 2009 · Journal of Educational Psychology
  8. A meta-analytic examination of the goal orientation nomological net.
    Payne, Stephanie C., Youngcourt, Satoris S., Beaubien, J. Matthew · 2007 · Journal of Applied Psychology
  9. What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.
    Mega, Carolina, Ronconi, Lucia, De Beni, Rossana · 2014 · Journal of Educational Psychology
  10. Motivation as an Enabler for Academic Success
    Linnenbrink, Elizabeth A., Pintrich, Paul R. · 2002 · School Psychology Review
  11. 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, Judith M., Barron, Kenneth E., Tauer, John M., Elliot, Andrew J. · 2002 · Journal of Educational Psychology
  12. Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields
    Wang, Ming-Te, Degol, Jessica · 2013 · Developmental Review
  13. Promoting early adolescents' achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures.
    Roseth, Cary J., Johnson, David W., Johnson, Roger T. · 2008 · Psychological Bulletin
  14. Self-regulated learning: the educational legacy of Paul R. Pintrich.
    Schunk, Dale H. · 2005 · Educational Psychologist
  15. Academic and Social Perceptions as Predictors of Change in Middle School Students' Sense of School Belonging
    Anderman, Lynley H. · 2003 · The Journal of Experimental Education
  16. A theoretical review of Winne and Hadwin’s model of self-regulated learning: new perspectives and directions.
    Greene, Jeffrey Alan, Azevedo, Roger · 2007 · Review of Educational Research
  17. Perceived Achievement Goal Structure and College Student Help Seeking.
    Karabenick, Stuart A. · 2004 · Journal of Educational Psychology
  18. Seeking help in large college classes: A person-centered approach
    Karabenick, Stuart A · 2003 · Contemporary Educational Psychology
  19. Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school
    Hayenga, Amynta O., Corpus, Jennifer Henderlong · 2010 · Motivation and Emotion
  20. Argumentation for Learning: Well-Trodden Paths and Unexplored Territories
    Asterhan, Christa S. C., Schwarz, Baruch B. · 2016 · Educational Psychologist
  21. Performance-approach goals: good or bad forms of regulation?
    Elliot, Andrew J., Moller, Arlen C. · 2003 · International Journal of Educational Research
  22. Understanding Student Engagement with a Contextual Model
    Lam, Shui-fong, Wong, Bernard P. H., Yang, Hongfei, Liu, Yi · 2012 · Handbook of Research on Student Engagement
  23. Effects of Parent-Child Relationships and Classroom Goal Structures on Motivation, Help-Seeking Avoidance, and Cheating
    Bong, Mimi · 2008 · The Journal of Experimental Education
  24. Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes
    Vansteenkiste, Maarten, Smeets, Stijn, Soenens, Bart, Lens, Willy, Matos, Lennia, Deci, Edward L. · 2010 · Motivation and Emotion
  25. Learning to Program: Gender Differences and Interactive Effects of Students' Motivation, Goals, and Self-Efficacy on Performance
    Lishinski, Alex, Yadav, Aman, Good, Jon, Enbody, Richard · 2016 · Proceedings of the 2016 ACM Conference on International Computing Education Research
  26. Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence
    Gonida, Eleftheria N., Voulala, Katerina, Kiosseoglou, Grigoris · 2009 · Learning and Individual Differences
  27. The Relations Between Student Motivational Beliefs and Cognitive Engagement in High School
    Walker, Christopher O., Greene, Barbara A. · 2009 · The Journal of Educational Research
  28. Performance-Approach and Performance-Avoidance Goals: When Uncertainty Makes a Difference
    Darnon, Céline, Harackiewicz, Judith M., Butera, Fabrizio, Mugny, Gabriel, Quiamzade, Alain · 2007 · Personality and Social Psychology Bulletin
  29. The impact of grades on student motivation
    Chamberlin, Kelsey, Yasué, Maï, Chiang, I-Chant A · 2023 · Active Learning in Higher Education
  30. Primary and secondary students’ motivation in learning English: Grade and gender differences
    Yeung, Alexander Seeshing, Lau, Shun, Nie, Youyan · 2011 · Contemporary Educational Psychology
  31. RESPONSE TO ASSESSMENT FEEDBACK: THE EFFECTS OF GRADES, PRAISE, AND SOURCE OF INFORMATION
    Lipnevich, Anastasiya A., Smith, Jeffrey K. · 2008 · ETS Research Report Series
  32. Believing is seeing: how people's beliefs influence goals, emotions and behaviour
    Teunissen, Pim W, Bok, Harold G J · 2013 · Medical Education
  33. University teachers' teaching style and their students' agentic engagement in EFL learning in China: a self-determination theory and achievement goal theory integrated perspective
    Jiang, Anne Li, Zhang, Lawrence Jun · 2021 · Frontiers in Psychology
  34. Untitled work
    2006 · Teaching English as a Second or Foreign Language--TESL-EJ
  35. Do students distinguish between different types of performance goals?
    Bong, Mimi, Woo, Yeonkyoung, Shin, Jiyoun · 2013 · The Journal of Experimental Education
  36. Middle school engagement profiles: Implications for motivation and achievement in science
    Bae, Christine L., DeBusk-Lane, Morgan · 2019 · Learning and Individual Differences
  37. Affektiv-motivational adaptive und handlungsadaptive Reaktionen auf Fehler im Lernprozess
    Dresel, Markus, Schober, Barbara, Ziegler, Albert, Grassinger, Robert, Steuer, Gabriele · 2013 · Zeitschrift für Pädagogische Psychologie
  38. Using Value-Added Models to Measure Teacher Effects on Students’ Motivation and Achievement
    Ruzek, Erik A., Domina, Thurston, Conley, AnneMarie M., Duncan, Greg J., Karabenick, Stuart A. · 2015 · The Journal of Early Adolescence
  39. Promotion, Prevention or Both: Regulatory Focus and Culture Revisited
    Kurman, Jenny, Hui, Chin Ming · 2011 · Online Readings in Psychology and Culture
  40. Academic Achievement and Failure in University Studies: Motivational and Emotional Factors
    Gilar-Corbi, Raquel, Pozo-Rico, Teresa, Castejón, Juan-Luis, Sánchez, Tarquino, Sandoval-Palis, Ivan, Vidal, Jack · 2020 · Sustainability
  41. Untitled work
    2007
  42. The Effect of Students' Conceptions of Feedback on Academic Self-Efficacy and Self-Regulation: Evidence from Higher Education in Pakistan
    Fatima, Shafaque, Ali, Muhammad, Saad, Muhammad Ismail · 2022 · Journal of Applied Research in Higher Education
  43. Challenging assignments and activating mood: the influence of goal orientation
    Preenen, Paul T. Y., Van Vianen, Annelies E. M., De Pater, Irene E. · 2014 · Journal of Applied Social Psychology

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.