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

The DOI matches its Crossref record; 69 of the 74 references it cites were found in a registry or an index.

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
Open this paper in CoChat — free account

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;

Overview

Integrity signals

Registry

Crossref · 10.1037/0022-0663.92.2.316

Cites

69 of 69 references verified0 citation errors · 0 not checkable

Statistics

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

Verification

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?

Citations

Cites

Show all 74 references

Research works printed but not linked: 17

  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. 10.1037/0022-3514.54.1.5 · DOI · Paper page
  6. Harackiewicz, 1991, Goals and intrinsic motivation: You can get there from here., Vol. 7, 21
  7. 10.2307/1170506 · DOI
  8. Lepper, 1989, Intrinsic motivation in the classroom., Vol. 3, 73
  9. 10.2307/1170011 · DOI
  10. Malone, 1987, Making learning fun: A taxonomy of intrinsic motivations for learning., Vol. 3, 223
  11. Meece, 1991, The classroom context and students' motivational goals., Vol. 7, 261
  12. Pintrich, 1991, Student goal orientation and self-regulation in the college classroom., Vol. 7, 371
  13. Pintrich, 1992, Students' motivational beliefs and their cognitive engagement in classroom tasks., 149
  14. 10.1207/s15326985ep2101&2_8 · DOI
  15. 10.1207/s15326985ep2603&4_5 · DOI
  16. Schmeck, 1983, Learning styles of college students., 233
  17. Urdan, 1997, Achievement goal theory: Past results, future directions., Vol. 10, 99

Cited by

Sorted by citations

See all 892

Related

Metadata

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 › Developmental and Educational 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

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