Revision of achievement goal theory: Necessary and illuminating.

Abstract

C. Midgley et al. (2001) raised important questions about the effects of performance-approach goals. The present authors disagree with their characterization of the research findings and implications for theory. They discuss 3 reasons to revise goal theory: (a) the importance of separating approach from avoidance strivings, (b) the positive potential of performance-approach goals, and (c) identification of the ways performance-approach goals can combine with mastery goals to promote optimal motivation. The authors review theory and research to substantiate their claim that goal theory is in need of revision, and they endorse a multiple goal perspective. The revision of goal theory is underway and offers a more complex, but necessary, perspective on important issues of motivation, learning, and achievement. In a recent article in Journal of Educational Psychology, Midgley, Kaplan, and Middleton (2001) focused on the question of whether performance-approach goals are adaptive and if so, whether they are uniformly adaptive or adaptive only under certain conditions. Midgley et al. (2001) made a number of cogent and important points about the nature of goal theory and research on performance-approach goals, and we compliment them for highlighting

Cites (10)

1. A social-cognitive approach to motivation and personality.
   Dweck, Carol S., Leggett, Ellen L. · 1988 · Psychological Review
2. Classrooms: Goals, structures, and student motivation.
   Ames, Carole · 1992 · Journal of Educational Psychology
3. The Role of Goal Orientation in Self-Regulated Learning
   Pintrich, Paul R. · 2000 · Handbook of Self-Regulation
4. A 2 × 2 achievement goal framework.
   Elliot, Andrew J., McGregor, Holly A. · 2001 · Journal of Personality and Social Psychology
5. Approach and avoidance motivation and achievement goals
   Elliot, Andrew J. · 1999 · Educational Psychologist
6. Motivating the Academically Unmotivated: A Critical Issue for the 21st Century
   Hidi, Suzanne, Harackiewicz, Judith M · 2000 · Review of Educational Research
7. Test anxiety and the hierarchical model of approach and avoidance achievement motivation.
   Elliot, Andrew J., McGregor, Holly A. · 1999 · Journal of Personality and Social Psychology
8. 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
9. Perceptions of classroom environment, achievement goals, and achievement outcomes.
   Church, Marcy A., Elliot, Andrew J., Gable, Shelly L. · 2001 · Journal of Educational Psychology
10. Causal models of achievement motive, goal orientation, intrinsic interest, and academic achievement in classroom.
    Tanaka, Ayumi, Yamauchi, Hirotsugu · 2000 · The Japanese journal of psychology

Show all 10 references

Cited by (65)

1. Psychological correlates of university students’ academic performance: a systematic review and meta-analysis.
   Richardson, Michelle, Abraham, Charles, Bond, Rod · 2012 · Psychological Bulletin
2. Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis.
   Robbins, Steven B., Lauver, Kristy, Le, Huy, Davis, Daniel, Langley, Ronelle, Carlstrom, Aaron · 2004 · Psychological Bulletin
3. Mind-sets matter: A meta-analytic review of implicit theories and self-regulation.
   Burnette, Jeni L., O'Boyle, Ernest H., VanEpps, Eric M., Pollack, Jeffrey M., Finkel, Eli J. · 2013 · Psychological Bulletin
4. Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates
   Lepper, Mark R., Corpus, Jennifer Henderlong, Iyengar, Sheena S. · 2005 · Journal of Educational Psychology
5. Classroom goal structure, student motivation, and academic achievement
   Meece, Judith L., Anderman, Eric M., Anderman, Lynley H. · 2006 · Annual Review of Psychology

See all 1,397