The DOI matches its Crossref record; 54 of the 54 references it cites were found in a registry or an index.
The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance.
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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“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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Richardson, M., Abraham, C., & Bond, R. (2012) · Psychological Bulletin · doi:10.1037/a0026838 · Cited by 3,646
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010) · Psychological Bulletin · doi:10.1037/a0018947 · Cited by 1,406
Self-citationPekrun, R. H., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010) · Journal of Educational Psychology · doi:10.1037/a0019243 · Cited by 1,330
Wigfield, A., & Cambria, J. (2010) · Developmental Review · doi:10.1016/j.dr.2009.12.001 · Cited by 1,148
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions
Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011) · Educational Psychologist · doi:10.1080/00461520.2011.538646 · Cited by 1,017
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Metadata
- 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)
- Venue
- Journal of Educational Psychology
- Published
- 2008-02
- Volume
- 100
- Issue
- 1
- Pages
- 105-122
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- 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 › Developmental and Educational 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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