Cited by 6,468Education, Achievement, and GiftednessEducational Environments and Student OutcomesMotivation and Self-Concept in Sports

The DOI matches its Crossref record; 89 of the 90 references it cites were found in a registry or an index.

Classrooms: Goals, structures, and student motivation.

Ames, Carole·1992·Journal of Educational Psychology

DOI 10.1037/0022-0663.84.3.261

Open this paper in CoChat — free account

Abstract

This article examines the classroom learning environment in relation to achievement goal theory of motivation. Classroom structures are described in terms of how they make different types of achievement goals salient and as a consequence elicit qualitatively different patterns of motivation. Task, evaluation and recognition, and authority dimensions of classrooms are presented as examples of structures that can influence children's orientation toward different achievement goals. Central to the thesis of this article is a perspective that argues for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other

Integrity signals

Registry

Crossref · 10.1037/0022-0663.84.3.261

Cites

89 of 89 references verified0 citation errors · 0 not checkable

Statistics

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

Claims the paper makes

This paper’s full text isn’t openly available, 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?

Intrinsic Motivation and Self-Determination in Human Behavior
Miller, K. A. J., Deci, E. L., & Ryan, R. M. (1988) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2070638 · Cited by 15,406
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
Motivational and self-regulated learning components of classroom academic performance.
Pintrich, P. R., & De Groot, E. V. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.33 · Cited by 8,332
Motivational processes affecting learning.
Dweck, C. S. (1986) · American Psychologist · doi:10.1037/0003-066x.41.10.1040 · Cited by 6,971
An Attributional Theory of Motivation and Emotion
Weiner, B. L. (1986) · Springer eBooks · doi:10.1007/978-1-4612-4948-1 · Cited by 5,036
Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.
Nicholls, J. G. (1984) · Psychological Review · doi:10.1037/0033-295x.91.3.328 · Cited by 4,161
Achievement goals in the classroom: Students' learning strategies and motivation processes.
Ames, C., & Archer, J. (1988) · Journal of Educational Psychology · doi:10.1037/0022-0663.80.3.260 · Cited by 3,564
Self-citation
Goals: An approach to motivation and achievement.
Elliott, E. S., & Dweck, C. S. (1988) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.54.1.5 · Cited by 3,098
The competitive ethos and democratic education
(1989) · Choice Reviews Online · doi:10.5860/choice.27-1049 · Cited by 2,789
A theory of motivation for some classroom experiences
Weiner, B. (1979) · Journal of Educational Psychology · doi:10.1037/0022-0663.71.1.3 · Cited by 2,453

Flagged first, then by citations

Show all 90 references

1 of the 90 references couldn’t be matched to a known paper.

Sorted by citations

Items 201–300 of 1,016

Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement
Vrugt, A. J., & Oort, F. J. (2008) · Metacognition and Learning · doi:10.1007/s11409-008-9022-4 · Cited by 435
Student Motivation and Self-Regulated Learning in the College Classroom
Pintrich, P. R., & Zusho, A. (2002) · Higher education · doi:10.1007/978-94-010-0245-5_2 · Cited by 396
Self-esteem, academic self-concept, and achievement: How the learning environment moderates the dynamics of self-concept.
Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2006) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.90.2.334 · Cited by 387
Teachers' Communication of Goal Orientations in Four Fifth-Grade Classrooms
Patrick, H., Anderman, L. H., Ryan, A. M., Edelin, K. C., & Midgley, C. (2001) · The Elementary School Journal · doi:10.1086/499692 · Cited by 382
Cognitive Processing of Self-Report Items in Educational Research: Do They Think What We Mean?
Karabenick, S. A., Woolley, M. E., Friedel, J. M., Ammon, B. V., BLAZEVSKI, J., Bonney, C. R., de Groot, E., Gilbert, M. C., Musu, L. E., Kempler, T. M., et al. (2007) · Educational Psychologist · doi:10.1080/00461520701416231 · Cited by 417
Relationship between automaticity in handwriting and students' ability to generate written text.
Jones, D., & Christensen, C. A. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.1.44 · Cited by 377
Does Interdisciplinarity Promote Learning? Theoretical Support and Researchable Questions
Lattuca, L. R., Voigt, L. J., & Fath, K. Q. (2004) · Review of higher education/The review of higher education · doi:10.1353/rhe.2004.0028 · Cited by 389
A systematic review of the intrapersonal correlates of motivational climate perceptions in sport and physical activity
Harwood, C. G., Keegan, R. J., Smith, J. M. J., & Raine, A. S. (2015) · Psychology of Sport and Exercise · doi:10.1016/j.psychsport.2014.11.005 · Cited by 374
Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion
Hatlevik, O. E., & Christophersen, K.-A. A. (2012) · Computers & Education · doi:10.1016/j.compedu.2012.11.015 · Cited by 373
Affect-aware tutors: recognising and responding to student affect
Woolf, B., Burleson, W., Arroyo, I., Dragon, T., Cooper, D., & Picard, R. (2009) · International Journal of Learning Technology · doi:10.1504/ijlt.2009.028804 · Cited by 371
Out-of-School Time Science Activities and Their Association with Career Interest in STEM
Dabney, K. P., Tai, R. H., Almarode, J., Miller-Friedmann, J., Sonnert, G., Sadler, P., & Hazari, Z. (2012) · International Journal of Science Education Part B · doi:10.1080/21548455.2011.629455 · Cited by 375
Chapter 10: Socio-Cultural Aspects of Assessment
Gipps, C. V. (1999) · Review of Research in Education · doi:10.2307/1167274 · Cited by 498
The Role of Classroom Goal Structure in Students' Use of Self-Handicapping Strategies
Urdan, T., Midgley, C., & Anderman, E. M. (1998) · American Educational Research Journal · doi:10.3102/00028312035001101 · Cited by 367
Turning “play” into “work” and “work” into “play”
Lepper, M. R., & Corpus, J. H. (2000) · Elsevier eBooks · doi:10.1016/b978-012619070-0/50032-5 · Cited by 381
LEARNING WITHIN A LEARNER CONTROL TRAINING ENVIRONMENT: THE INTERACTIVE EFFECTS OF GOAL ORIENTATION AND METACOGNITIVE INSTRUCTION ON LEARNING OUTCOMES
Schmidt, A. M., & Ford, J. K. (2003) · Personnel Psychology · doi:10.1111/j.1744-6570.2003.tb00156.x · Cited by 366
Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation.
Jones, B. D. (2009) · International journal on teaching and learning in higher education · Cited by 363
Understanding the Emergence of State Goal Orientation in Organizational Work Groups: The Role of Leadership and Multilevel Climate Perceptions.
Dragoni, L. (2005) · Journal of Applied Psychology · doi:10.1037/0021-9010.90.6.1084 · Cited by 376
Teacher Feedback to Young Children in Formative Assessment: a typology
Tunstall, P., & Gsipps, C. (1996) · British Educational Research Journal · doi:10.1080/0141192960220402 · Cited by 400
Classroom and Individual Differences in Early Adolescents' Motivation and Self-Regulated Learning
Pintrich, P. R., Roeser, R. W., & Groot, E. V. D. (1994) · The Journal of Early Adolescence · doi:10.1177/027243169401400204 · Cited by 367
An integrated model of feedback-seeking behavior: Disposition, context, and cognition.
Vandewalle, D., Ganesan, S., Challagalla, G. N., & Brown, S. P. (2000) · Journal of Applied Psychology · doi:10.1037/0021-9010.85.6.996 · Cited by 359
Making connections: Replicating and extending the utility value intervention in the classroom.
Hulleman, C. S., Kosovich, J. J., Barron, K. E., & Daniel, D. B. (2016) · Journal of Educational Psychology · doi:10.1037/edu0000146 · Cited by 396
Self-regulated learning in online learning environments: strategies for remote learning
Carter Jr, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020) · Information and Learning Sciences · doi:10.1108/ils-04-2020-0114 · Cited by 358
Understanding student motivation
Seifert, T. L. (2004) · Educational Research · doi:10.1080/0013188042000222421 · Cited by 408
The Concept of Formative Assessment
Boston, C. (2020) · ScholarWorks@UMassAmherst (University of Massachusetts Amherst) · doi:10.7275/kmcq-dj31 · Cited by 355
Play As You Learn: Gamification as a Technique for Motivating Learners
Glover, I. (2013) · SHURA (Sheffield Hallam University Research Archive) (Sheffield Hallam University) · Cited by 353
The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes.
Murayama, K., & Elliot, A. J. (2009) · Journal of Educational Psychology · doi:10.1037/a0014221 · Cited by 391
A goal orientation model of feedback-seeking behavior
Vandewalle, D. (2003) · Human Resource Management Review · doi:10.1016/j.hrmr.2003.11.004 · Cited by 357
Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts
Ben‐Eliyahu, A., Moore, D. W., Dorph, R., & Schunn, C. D. (2018) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2018.01.002 · Cited by 422
The Development of Children's Motivation in School Contexts
Wigfield, A., Eccles, J. S., & Rodriguez, D. (1998) · Review of Research in Education · doi:10.2307/1167288 · Cited by 349
Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate.
Patrick, H., Kaplan, A., & Ryan, A. M. (2011) · Journal of Educational Psychology · doi:10.1037/a0023311 · Cited by 387
A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning.
Ginsburg-Block, M. D., Rohrbeck, C. A., & Fantuzzo, J. W. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.4.732 · Cited by 397
What do students say about their motivational goals?: Towards a more complex and dynamic perspective on student motivation
Dowson, M. N., & McInerney, D. M. (2003) · Contemporary Educational Psychology · doi:10.1016/s0361-476x(02)00010-3 · Cited by 344
The Effects of Gifted and Talented Programs on Academic Self-Concept: The Big Fish Strikes Again
Marsh, H. W., Chessor, D., Craven, R. G., & Roche, L. A. (1995) · American Educational Research Journal · doi:10.2307/1163433 · Cited by 341
A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.
Daniels, L. M., Stupnisky, R. H., Pekrun, R. H., Haynes, T. L., Perry, R. P., & Newall, N. E. G. (2009) · Journal of Educational Psychology · doi:10.1037/a0016096 · Cited by 374
Evaluating existing and new validity evidence for the Academic Motivation Scale
Fairchild, A. J., Horst, S. J., Finney, S. J., & Barron, K. E. (2004) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2004.11.001 · Cited by 370
Sustaining optimal motivation: A longitudinal analysis of interventions to broaden participation of underrepresented students in STEM.
Hernandez, P. R., Schultz, P. W., Estrada, M., Woodcock, A., & Chance, R. C. (2012) · Journal of Educational Psychology · doi:10.1037/a0029691 · Cited by 343
An interest researcher's perspective
Hidi, S. E. (2000) · Elsevier eBooks · doi:10.1016/b978-012619070-0/50033-7 · Cited by 358
Achievement Goals and Achievement Emotions: A Meta-analysis
Huang, C. (2011) · Educational Psychology Review · doi:10.1007/s10648-011-9155-x · Cited by 344
The school environment and adolescent physical activity and sedentary behaviour: a mixed-studies systematic review
Morton, K. L., Atkin, A. J., Corder, K., Suhrcke, M., & van Sluijs, E. M. F. (2016) · Obesity Reviews · doi:10.1111/obr.12352 · Cited by 325
“students perceive they are rewarded for superior performance over others) (62).”
Background
Understanding Motivation and Schooling: Where We've Been, Where We Are, and Where We Need to Go
Maehr, M. L., & Meyer, H. A. (1997) · Educational Psychology Review · doi:10.1023/a:1024750807365 · Cited by 359
A 2 × 2 Achievement Goals Questionnaire for Sport: Evidence for Factorial Invariance, Temporal Stability, and External Validity
Conroy, D. E., Elliot, A. J., & Hofer, S. M. (2003) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.25.4.456 · Cited by 330
Formative Assessment Techniques to Support Student Motivation and Achievement
Cauley, K. M., & McMillan, J. H. (2010) · The Clearing House: A Journal of Educational Strategies, Issues and Ideas · doi:10.1080/00098650903267784 · Cited by 329
Achievement Motivation in Adolescents: The Role of Peer Climate and Best Friends
Nelson, R. M., & DeBacker, T. K. (2008) · The Journal of Experimental Education · doi:10.3200/jexe.76.2.170-190 · Cited by 363
The relation between students’ motivational beliefs and their use of motivational regulation strategies
Wolters, C. A., & Rosenthal, H. (2000) · International Journal of Educational Research · doi:10.1016/s0883-0355(00)00051-3 · Cited by 326
Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence
Urdan, T., & Midgley, C. (2003) · Contemporary Educational Psychology · doi:10.1016/s0361-476x(02)00060-7 · Cited by 326
Educating the Whole Child: Improving School Climate to Support Student Success
Darling‐Hammond, L., & Cook-Harvey, C. M. (2018) · doi:10.54300/145.655 · Cited by 379
Perceived Autonomy Support in Physical Education and Leisure-Time Physical Activity: A Cross-Cultural Evaluation of the Trans-Contextual Model.
Hagger, M. S., Chatzisarantis, N. L. D., Barkoukis, V., Wang, C. K. J., & Baranowski, J. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.3.376 · Cited by 317
Discriminant and criterion-related validity of achievement goals in predicting academic achievement: A meta-analysis.
Huang, C. (2011) · Journal of Educational Psychology · doi:10.1037/a0026223 · Cited by 326
Emerging Perspectives on Learning, teaching, and technology
Orey, M. A. (2001) · Cited by 323
Using computers to deliver training: Which employees learn and why?
Brown, K. (2001) · Personnel Psychology · doi:10.1111/j.1744-6570.2001.tb00093.x · Cited by 363
College Students’ Time Management: a Self-Regulated Learning Perspective
Wolters, C. A., & Brady, A. C. (2021) · Educational Psychology Review · doi:10.1007/s10648-020-09519-z · Cited by 317
Academic Self-Handicapping: What We Know, What More There is to Learn
Urdan, T., & Midgley, C. (2001) · Educational Psychology Review · doi:10.1023/a:1009061303214 · Cited by 319
The Nature of Learning
OECD (2010) · Educational research and innovation · doi:10.1787/9789264086487-en · Cited by 418
Academic and Social Motivational Influences on Students' Academic Performance
Wentzel, K. R., & Wigfield, A. (1998) · Educational Psychology Review · doi:10.1023/a:1022137619834 · Cited by 322
El aprendizaje autorregulado: presente y futuro de la investigación
Torrano, F., & Torres, M. C. G. (2017) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.3.120 · Cited by 317
Toward a Model of Motivated Vocabulary Learning: A Structural Equation Modeling Approach
Tseng, W., & Schmitt, N. (2008) · Language Learning · doi:10.1111/j.1467-9922.2008.00444.x · Cited by 339
A Framework for Designing Scaffolds That Improve Motivation and Cognition
Belland, B. R., Kim, C., & Hannafin, M. J. (2013) · Educational Psychologist · doi:10.1080/00461520.2013.838920 · Cited by 306
Self-determination theory and the psychology of exercise
Hagger, M., & Chatzisarantis, N. (2008) · International Review of Sport and Exercise Psychology · doi:10.1080/17509840701827437 · Cited by 305
Social Influences on the Development of Children's Adaptive Help Seeking: The Role of Parents, Teachers, and Peers
Newman, R. S. (2000) · Developmental Review · doi:10.1006/drev.1999.0502 · Cited by 329
Achievement goal orientations and academic well-being across the transition to upper secondary education
Tuominen, H., Salmela‐Aro, K., & Niemivirta, M. (2012) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.01.002 · Cited by 305
Disentangling Shape from Level Effects in Person-Centered Analyses: An Illustration Based on University Teachers’ Multidimensional Profiles of Effectiveness
Morin, A. J. S., & Marsh, H. W. (2014) · Structural Equation Modeling A Multidisciplinary Journal · doi:10.1080/10705511.2014.919825 · Cited by 328
Adaptive Motivation and Emotion in Education
Linnenbrink‐Garcia, L., Patall, E. A., & Pekrun, R. H. (2016) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/2372732216644450 · Cited by 369
Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance?
Fast, L. A., Lewis, J. L., Bryant, M. J., Bocian, K. A., Cardullo, R. A., Rettig, M., & Hammond, K. A. (2010) · Journal of Educational Psychology · doi:10.1037/a0018863 · Cited by 342
A New Look at Multiple Goal Pursuit: the Promise of a Person-Centered Approach
Wormington, S. V., & Linnenbrink‐Garcia, L. (2016) · Educational Psychology Review · doi:10.1007/s10648-016-9358-2 · Cited by 302
Learning in serious virtual worlds: Evaluation of learning effectiveness and appeal to students in the E-Junior project
Wrzesien, M., & Alcañíz, M. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.01.003 · Cited by 300
Academic Motivation in Self-Efficacy, Task Value, Achievement Goal Orientations, and Attributional Beliefs
Bong, M. (2004) · The Journal of Educational Research · doi:10.3200/joer.97.6.287-298 · Cited by 300
Teachers' goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout
Retelsdorf, J., Butler, R., Streblow, L., & Schiefele, U. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.01.001 · Cited by 326
The Import of Knowledge Export: Connecting Findings and Theories of Transfer of Learning
Day, S. B., & Goldstone, R. L. (2012) · Educational Psychologist · doi:10.1080/00461520.2012.696438 · Cited by 324
A Meta-Analysis of Negative Feedback on Intrinsic Motivation
Fong, C. J., Patall, E. A., Vasquez, A. C., & Stautberg, S. (2019) · Educational Psychology Review · doi:10.1007/s10648-018-9446-6 · Cited by 299
Individual and contextual influences on multiple dimensions of training effectiveness
Chiaburu, D. S., & Tekleab, A. (2005) · Journal of European Industrial Training · doi:10.1108/03090590510627085 · Cited by 360
The Roles of Perceived Teacher Support, Motivational Climate, and Psychological Need Satisfaction in Students’ Physical Education Motivation
Cox, A., & Williams, L. (2008) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.30.2.222 · Cited by 297
How Teachers Establish Psychological Environments during the First Days of School: Associations with Avoidance in Mathematics
Patrick, H., Turner, J. C., Meyer, D. K., & Midgley, C. (2003) · Teachers College Record The Voice of Scholarship in Education · doi:10.1111/1467-9620.00299 · Cited by 295
Self-regulation, motivation, and math achievement in middle school: Variations across grade level and math context
Cleary, T. J., & Chen, P. P. (2009) · Journal of School Psychology · doi:10.1016/j.jsp.2009.04.002 · Cited by 304
The developmental context of school satisfaction: Schools as psychologically healthy environments.
Baker, J. A., Dilly, L. J., Aupperlee, J., & Patil, S. A. (2003) · School Psychology Quarterly · doi:10.1521/scpq.18.2.206.21861 · Cited by 318
The social context of risk: Status and motivational predictors of alienation in middle school.
Murdock, T. B. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.1.62 · Cited by 317
The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation.
Plass, J. L., O’Keefe, P. A., Homer, B. D., Case, J., Hayward, E. O., Stein, M., & Perlin, K. (2013) · Journal of Educational Psychology · doi:10.1037/a0032688 · Cited by 338
Journal of Institutional Research
Idrus, N. (2006) · Cited by 293
Using mobile communication technology in high school education: Motivation, pressure, and learning performance
Rau, P. P., Gao, Q., & Li-mei, W. (2006) · Computers & Education · doi:10.1016/j.compedu.2006.03.008 · Cited by 296
Current issues in achievement goal theory and research
Pintrich, P. R., Conley, A. M., & Kempler, T. M. (2003) · International Journal of Educational Research · doi:10.1016/j.ijer.2004.06.002 · Cited by 292
The Motivational Effects of the Classroom Environment in Facilitating Self-Regulated Learning
Young, M. R. (2005) · Journal of Marketing Education · doi:10.1177/0273475304273346 · Cited by 314
Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout
Parker, P. D., Martin, A. J., Colmar, S., & Liem, G. A. D. (2012) · Teaching and Teacher Education · doi:10.1016/j.tate.2012.01.001 · Cited by 289
Social Goals, Academic Goals, and Avoiding Seeking Help in the Classroom
Ryan, A. M., Anderman, L. H., & Midgley, C. (1997) · The Journal of Early Adolescence · doi:10.1177/0272431697017002003 · Cited by 288
The missing disciplinary substance of formative assessment
Coffey, J. E., Hammer, D., Levin, D., & Grant, T. (2011) · Journal of Research in Science Teaching · doi:10.1002/tea.20440 · Cited by 308
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures
Kumar, R., Zusho, A., & Bondie, R. S. (2018) · Educational Psychologist · doi:10.1080/00461520.2018.1432361 · Cited by 324
Parental involvement in homework: Relations with parent and student achievement‐related motivational beliefs and achievement
Gonida, E. Ν., & Cortina, K. S. (2014) · British Journal of Educational Psychology · doi:10.1111/bjep.12039 · Cited by 354
Ability self-concepts and subjective value in literacy: Joint trajectories from grades 1 through 12.
Archambault, I., Eccles, J. S., & Vida, M. N. (2010) · Journal of Educational Psychology · doi:10.1037/a0021075 · Cited by 286
Engagement and disaffection as organizational constructs in the dynamics of motivational development.
Skinner, E. A., Kindermann, T. A., Connell, J. P., & Wellborn, J. G. (2009) · Cited by 281
Motivation and Classroom Learning
Pintrich, P. R. (2003) · Wiley eBooks · doi:10.1002/0471264385.wei0706 · Cited by 287
The power of anticipated feedback: Effects on students' achievement goals and achievement emotions
Pekrun, R. H., Cusack, A., Murayama, K., Elliot, A. J., & Thomas, K. (2013) · Learning and Instruction · doi:10.1016/j.learninstruc.2013.09.002 · Cited by 310
Culturalizing Achievement Goal Theory and Research
Zusho, A., & Clayton, K. E. (2011) · Educational Psychologist · doi:10.1080/00461520.2011.614526 · Cited by 283
SCHOOL AND COMMUNITY INFLUENCES ON HUMAN DEVELOPMENT
(2010) · Psychology Press eBooks · doi:10.4324/9780203846766-19 · Cited by 285
Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions.
Lau, S., & Nie, Y. (2008) · Journal of Educational Psychology · doi:10.1037/0022-0663.100.1.15 · Cited by 298
Age-related differences in achievement goal differentiation.
Bong, M. (2009) · Journal of Educational Psychology · doi:10.1037/a0015945 · Cited by 279
A Meta-Analysis of Self-Reported Achievement Goals and Nonself-Report Performance across Three Achievement Domains (Work, Sports, and Education)
Yperen, N. W. V., Blaga, M., & Postmes, T. (2014) · PLoS ONE · doi:10.1371/journal.pone.0093594 · Cited by 282
Competence motivation in the classroom
Urdan, T., & Turner, J. C. (2005) · Cited by 279
Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory
de Bilde, J., Vansteenkiste, M., & Lens, W. (2010) · Learning and Instruction · doi:10.1016/j.learninstruc.2010.03.002 · Cited by 296
Test anxiety, perfectionism, goal orientation, and academic performance
Eum, K., & Rice, K. G. (2010) · Anxiety Stress & Coping · doi:10.1080/10615806.2010.488723 · Cited by 315
Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy
Hughes, J. N., & Chen, Q. (2010) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2010.03.005 · Cited by 276
The hard work of soft skills: augmenting the project-based learning experience with interdisciplinary teamwork
Vogler, J. S., Thompson, P., Davis, D. W., Mayfield, B. E., Finley, P. M., & Yasseri, D. (2017) · Instructional Science · doi:10.1007/s11251-017-9438-9 · Cited by 274
Striving to connect: Extending an achievement goal approach to teacher motivation to include relational goals for teaching.
Butler, R. (2012) · Journal of Educational Psychology · doi:10.1037/a0028613 · Cited by 318

Authors: Ames, C.
Affiliations: University of Illinois Urbana-Champaign (US)
Corresponding author: Ames, Carole
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 1992-09
Volume: 84
Issue: 3
Pages: 261-271
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/0022-0663.84.3.261
OpenAlex: W2056855771
Cited by: 6,468
References: 90
Citations by year: 2026: 160 · 2025: 207 · 2024: 176 · 2023: 285 · 2022: 252 · 2021: 293 · 2020: 345 · 2019: 304 · 2018: 278 · 2017: 313 · 2016: 317 · 2015: 314 · 2014: 310 · 2013: 332 · 2012: 312
FWCI: 45.98
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Social Sciences › Education › Educational Environments and Student Outcomes
Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Keywords: achievement goal theory, classroom climate, classroom structure, student motivation, mastery orientation, task orientation, recognition, teacher authority, children's motivation

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

Classrooms: Goals, structures, and student motivation.

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks