The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance.

Harackiewicz, Judith M.; Durik, Amanda M.; Barron, Kenneth E.; Linnenbrink-Garcia, Lisa; Tauer, John M.

doi:10.1037/0022-0663.100.1.105

Cited by 756Education, Achievement, and GiftednessPsychological and Educational Research StudiesMotivation and Self-Concept in Sports

The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance.

Harackiewicz, Judith M., Durik, Amanda M., Barron, Kenneth E., Linnenbrink-Garcia, Lisa, Tauer, John M.·2008·Journal of Educational Psychology

DOI 10.1037/0022-0663.100.1.105

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Abstract

The dynamics of individual and situational interest and academic performance were examined in the college classroom and 7 semesters later in conjunction with achievement goals. At the beginning of an introductory psychology course, participants reported their initial interest in psychology, achievement goals, and situational interest in course lectures. At the end of the semester, participants (N = 858) reported their situational interest in course lectures and psychology. In the short term, relationships emerged among initial interest, achievement goals, situational interest, and class performance. Longitudinally, situational interest during the introductory course, independent of initial interest, predicted subsequent course choices. Results are discussed in terms of S. Hidi and K. A. Renninger's (2006) 4-phase model of interest development and the multiple goals model (J. M. Harackiewicz, K. E. Barron, P. R. Pintrich, A. J. Elliot, & T. M. Thrash, 2002).

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Much research on the reciprocity between motivation and achievement has been done with data collected at large time intervals, reflecting changes over months or years.
“Another gap in the literature that we identified is that much research on the reciprocity between motivation and achievement has been done with data collected at large time intervals, which reflect changes that happen over months or years (e.g., Harackiewicz et al., 2008;Marsh et al., 2005Marsh et al., , 2016;;Nuutila et al., 2018).”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Harackiewicz et al., 2008

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Authors: Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M.
Affiliations: University of Wisconsin–Madison (US)
Northern Illinois University (US)
James Madison University (US)
ORCID: Harackiewicz, Judith M.
Durik, Amanda M.
Barron, Kenneth E.
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 2008-02
Volume: 100
Issue: 1
Pages: 105-122
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/0022-0663.100.1.105
OpenAlex: W2170964199
Cited by: 756
References: 54
Citations by year: 2026: 28 · 2025: 47 · 2024: 33 · 2023: 39 · 2022: 46 · 2021: 44 · 2020: 89 · 2019: 67 · 2018: 39 · 2017: 58 · 2016: 42 · 2015: 37 · 2014: 50 · 2013: 41 · 2012: 40
FWCI: 24.04
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
UST Research Online (University of St. Thomas - Minnesota) (submittedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Experimental and Cognitive Psychology › Psychological and Educational Research Studies
Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Keywords: achievement goals, interest development, situational interest, academic performance, course selection, introductory psychology course, longitudinal development, university students

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The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance.

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