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Cited by 892Education, Achievement, and GiftednessMotivation and Self-Concept in SportsPsychological Testing and Assessment

Short-term and Long-Term Consequences of Achievement Goals: Predicting Interest and Performance over Time

Harackiewicz, Judith M., Barron, Kenneth E., Tauer, John M., Carter, Suzanne M., Elliot, Andrew J.·2000·Journal of Educational Psychology
DOI 10.1037/0022-0663.92.2.316
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Abstract

Why do some students excel in their college classes and develop interest in an academic discipline? The authors examined both the short-term and long-term consequences of students ' achievement goals in an introductory psychology course. Mastery goals positively predicted subsequent interest in the course, but not course grades. Performance goals positively predicted grades, but not interest. Three semesters later, the authors obtained measures of continued interest in the discipline and long-term performance. Mastery goals predicted subsequent enrollment in psychology courses, whereas performance goals predicted long-term academic performance. These positive and complementary effects of mastery and performance goals on different measures of academic success are consistent with a multiple-goals perspective in which both goals can have beneficial consequences in college education. College students often pursue multiple goals in their classes. Some goals may be fairly general and concern students ' reasons for taking a class, whereas other goals are more specific to what students hope to accomplish in the course--to learn as much as they can about the subject or to obtain a high grade. These latter types of goals have been labeled achievement goals (Ames, 1992;

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Crossref · 10.1037/0022-0663.92.2.316

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70 of 70 references verified0 citation errors · 0 not checkable

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  • The lack-of-strategy subscale of the Japanese-translated version of the Study Strategy Scale has construct validity and internal consistency.

    “We used the Japanese-translated version [70] of the lack-of-strategy subscale of the Study Strategy Scale [71]. This subscale assesses the lack of an organized approach to studying and has construct validity and internal consistency (three items; e.g., “I often find that I don’t know what to study or where to start”).”

    From Benefits of mindfulness in academic settings: trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior (2022) · cites this paper as [71]

  • Harackiewicz and colleagues provided empirical evidence that different forms of motivation have differential effects on different learning outcomes.

    “Harackiewicz andcolleagues (2000 &2002) provided empirical evidence for their argument that different forms of motivation will have differential effects on different learning outcomes.”

    From Teachers’ perceptions of declining participation in school music (2011) · cites this paper as Harackiewicz et al., 2000

  • 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 Harackiewicz et al., 2000

Cites

Flagged first, then by citations

4 of the 74 references couldn’t be matched to a known paper.

Research works printed but not linked: 16

  1. Alexander, 1997, Mapping the multidimensional nature of domain learning: The interplay of cognitive, motivational, and strategic forces., Vol. 10, 213
  2. 10.2307/1170694 · DOI
  3. Deci, 1992, Interest and the intrinsic motivation of behavior., 43
  4. Elliot, 1997, Integrating the “classic” and “contemporary” approaches to achievement motivation: A hierarchical model of approach and avoidance motivation., Vol. 10, 243
  5. Harackiewicz, 1991, Goals and intrinsic motivation: You can get there from here., Vol. 7, 21
  6. 10.2307/1170506 · DOI
  7. Lepper, 1989, Intrinsic motivation in the classroom., Vol. 3, 73
  8. 10.2307/1170011 · DOI
  9. Malone, 1987, Making learning fun: A taxonomy of intrinsic motivations for learning., Vol. 3, 223
  10. Meece, 1991, The classroom context and students' motivational goals., Vol. 7, 261
  11. Pintrich, 1991, Student goal orientation and self-regulation in the college classroom., Vol. 7, 371
  12. Pintrich, 1992, Students' motivational beliefs and their cognitive engagement in classroom tasks., 149
  13. 10.1207/s15326985ep2101&2_8 · DOI
  14. 10.1207/s15326985ep2603&4_5 · DOI
  15. Schmeck, 1983, Learning styles of college students., 233
  16. Urdan, 1997, Achievement goal theory: Past results, future directions., Vol. 10, 99

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Authors
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J.
Affiliations
University of Wisconsin–Madison (US)
ORCID
Venue
Journal of Educational Psychology
Publisher
American Psychological Association (APA)
Published
2000-06
Volume
92
Issue
2
Pages
316-330
ISSN
  • 0022-0663 (ISSN-L)
  • 1939-2176
DOI
10.1037/0022-0663.92.2.316
OpenAlex
W2168921961
Cited by
892
References
74
Citations by year
2026: 8 · 2025: 29 · 2024: 21 · 2023: 28 · 2022: 30 · 2021: 31 · 2020: 38 · 2019: 41 · 2018: 36 · 2017: 42 · 2016: 49 · 2015: 42 · 2014: 51 · 2013: 60 · 2012: 52
FWCI
26.41
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 › Social Psychology › Motivation and Self-Concept in Sports
  • Social Sciences › Psychology › Applied Psychology › Psychological Testing and Assessment
Keywords
achievement goals, mastery goals, performance goals, student learning interest, course grades, university students, introductory psychology course, multiple objectives, course registration

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