The DOI matches its Crossref record; 12 of the 12 references it cites were found in a registry or an index.
Clarifying Achievement Goals and Their Impact.
Abstract
The study of achievement goals has illuminated basic motivational processes, though controversy surrounds their nature and impact. In 5 studies, including a longitudinal study in a difficult premed course, the authors show that the impact of learning and performance goals depends on how they are operationalized. Active learning goals predicted active coping, sustained motivation, and higher achievement in the face of challenge. Among performance goals, ability-linked goals predicted withdrawal and poorer performance in the face of challenge (but provided a "boost" to performance when students met with success); normative goals did not predict decrements in motivation or performance; and outcome goals (wanting a good grade) were in fact equally related to learning goals and ability goals. Ways in which the findings address discrepancies in the literature are discussed.
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Citations
Cites
Assessing coping strategies: A theoretically based approach.
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A social-cognitive approach to motivation and personality.
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Self-citationMotivational 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
Classrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468
Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.
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A 2 × 2 achievement goal framework.
Elliot, A. J., & McGregor, H. A. (2001) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.80.3.501 · Cited by 3,953
Approach and avoidance motivation and achievement goals
Elliot, A. J. (1999) · Educational Psychologist · doi:10.1207/s15326985ep3403_3 · Cited by 3,103
Praise for intelligence can undermine children's motivation and performance.
Mueller, C. M., & Dweck, C. S. (1998) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.75.1.33 · Cited by 1,709 · cited 2×
“These results are consistent with prior research, which found attributions to low ability to be associated with drops in intrinsic motivation and helplessness, whereas attributions to effort were associated with intrinsic motivation maintenance and masteryoriented coping (e.g., Mueller & Dweck, 1998 ).”
ResultSelf-citationTest anxiety and the hierarchical model of approach and avoidance achievement motivation.
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Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.2.316 · Cited by 892
Cited by
Nicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.00995.x · Cited by 3,784
Self-citationRichardson, M., Abraham, C., & Bond, R. (2012) · Psychological Bulletin · doi:10.1037/a0026838 · Cited by 3,646
Gong, Y., Huang, J.-C., & Farh, J.-L. (2009) · Academy of Management Journal · doi:10.5465/amj.2009.43670890 · Cited by 1,914
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation.
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013) · Psychological Bulletin · doi:10.1037/a0029531 · Cited by 1,367
Metadata
- Authors
- Grant, H., & Dweck, C. S.
- Venue
- Journal of Personality and Social Psychology
- Published
- 2003
- Volume
- 85
- Issue
- 3
- Pages
- 541-553
- ISSN
- 0022-3514 (ISSN-L)
- 1939-1315
- OpenAlex
- W1990356991
- Cited by
- 1,434
- References
- 12
- FWCI
- 29.65
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
