Separation of performance-approach and performance-avoidance achievement goals: A broader analysis.

Murayama, Kou; Elliot, Andrew J.; Yamagata, Shinji

doi:10.1037/a0021948

Cited by 166Education, Achievement, and GiftednessMotivation and Self-Concept in SportsPsychological Testing and Assessment

Separation of performance-approach and performance-avoidance achievement goals: A broader analysis.

Murayama, Kou, Elliot, Andrew J., Yamagata, Shinji·2011·Journal of Educational Psychology

DOI 10.1037/a0021948

Open this paper in CoChat — free account

Abstract

In the literature on achievement goals, performance-approach goals (striving to do better than others) and performance-avoidance goals (striving to avoid doing worse than others) tend to exhibit a moderate to high correlation, raising questions about whether the 2 goals represent distinct constructs. In the current article, we sought to examine the separability of these 2 goals using a broad factor-analytic approach that attended to issues that have been overlooked or underexamined in prior research. Five studies provided strong evidence for the separation of these 2 goal constructs: Separation was observed not only with exploratory factor analysis across different age groups and countries (Studies 1a and 1b) but also with change analysis (Study 2), ipsative factor analysis (Study 3), within-person analysis (Study 4), and behavioral genetics analysis (Study 5). We conclude by discussing the implications of the present research for the achievement goal literature, as well as the psychological literature in general.

Integrity signals

Registry

Crossref · 10.1037/a0021948

Cites

158 of 158 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?

The Japanese-translated version of the Achievement Goal Questionnaire-Revised has factorial and construct validity and internal consistency for each subscale.
“Previous studies [61–63] showed the factorial and construct validity of this questionnaire and the internal consistency of each subscale.”
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 [61]

Common method biases in behavioral research: A critical review of the literature and recommended remedies
Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003) · Journal of Applied Psychology · doi:10.1037/0021-9010.88.5.879 · Cited by 82,194 · see citing works
Hierarchical Linear Models: Applications and Data Analysis Methods.
Longford, N. T., Bryk, A. S., & Raudenbush, S. W. (1993) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2075823 · Cited by 18,768 · see citing works
Convergent and discriminant validation by the multitrait-multimethod matrix.
Campbell, D. T., & Fiske, D. W. (1959) · Psychological Bulletin · doi:10.1037/h0046016 · Cited by 17,116 · see citing works
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
Cheung, G. W., & Rensvold, R. B. (2002) · Structural Equation Modeling: A Multidisciplinary Journal · doi:10.1207/s15328007sem0902_5 · Cited by 16,280 · see citing works
The application of electronic computers to factor analysis
Kaiser, H. F. (1960) · Educational and Psychological Measurement · doi:10.1177/001316446002000116 · Cited by 12,459 · see citing works
Evaluating the use of exploratory factor analysis in psychological research.
Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999) · Psychological Methods · doi:10.1037/1082-989x.4.3.272 · Cited by 9,587 · see citing works
A Rationale and Test for the Number of Factors in Factor Analysis
Horn, J. L. (1965) · Psychometrika · doi:10.1007/bf02289447 · Cited by 8,965 · see citing works
A new scale of social desirability independent of psychopathology.
Crowne, D. P., & Marlowe, D. (1960) · Journal of Consulting Psychology · doi:10.1037/h0047358 · Cited by 8,686 · see citing works
A Review and Synthesis of the Measurement Invariance Literature: Suggestions, Practices, and Recommendations for Organizational Research
Vandenberg, R. J., & Lance, C. E. (2000) · Organizational Research Methods · doi:10.1177/109442810031002 · Cited by 7,997 · see citing works
Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): A reevaluation of the Life Orientation Test.
Scheier, M. F., Carver, C. S., & Bridges, M. W. (1994) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.67.6.1063 · Cited by 7,456 · see citing works
Motivational processes affecting learning.
Dweck, C. S. (1986) · American Psychologist · doi:10.1037/0003-066x.41.10.1040 · Cited by 6,971 · see citing works
Assessing Measurement Invariance in Cross‐National Consumer Research
Steenkamp, J. E. M., & Baumgartner, H. (1998) · Journal of Consumer Research · doi:10.1086/209528 · Cited by 4,760 · see citing works
Handbook of Competence and Motivation
Elliot, A. J., & Dweck, C. S. (2013) · Cited by 4,671 · see citing works
Self-citation
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 · see citing works
Methodology for Genetic Studies of Twins and Families
Neale, M. C., & Cardon, L. R. (1992) · doi:10.1007/978-94-015-8018-2 · Cited by 4,005 · see citing works
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 · see citing works
Self-citation
A social cognitive view of self-regulated academic learning.
Zimmerman, B. J. (1989) · Journal of Educational Psychology · doi:10.1037/0022-0663.81.3.329 · Cited by 3,807 · see citing works
A hierarchical model of approach and avoidance achievement motivation.
Elliot, A. J., & Church, M. A. (1997) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.72.1.218 · Cited by 3,752 · see citing works
Self-citation
Measurement and Control of Response Bias
Paulhus, D. L. (1991) · Elsevier eBooks · doi:10.1016/b978-0-12-590241-0.50006-x · Cited by 3,735 · see citing works
Handbook of the Psychology of Aging
Schaie, K. W., Willis, S. L., Knight, B. G., & Park, D. C. (2016) · Elsevier eBooks · doi:10.1016/c2012-0-07221-3 · Cited by 3,436 · see citing works
Measures of Personality and Social Psychological Attitudes
(1991) · Elsevier eBooks · doi:10.1016/c2013-0-07551-2 · Cited by 3,237 · see citing works
Handbook of Educational Psychology
Berliner, D. C., & Calfee, R. C. (2013) · Routledge eBooks · doi:10.4324/9780203053874 · Cited by 3,212 · see citing works
Comparison of five rules for determining the number of components to retain.
Zwick, W. R., & Velicer, W. F. (1986) · Psychological Bulletin · doi:10.1037/0033-2909.99.3.432 · Cited by 3,139 · see citing works
Approach and avoidance motivation and achievement goals
Elliot, A. J. (1999) · Educational Psychologist · doi:10.1207/s15326985ep3403_3 · Cited by 3,103 · see citing works
Self-citation
The competitive ethos and democratic education
(1989) · Choice Reviews Online · doi:10.5860/choice.27-1049 · Cited by 2,787 · see citing works
Methods and Data Analysis for Cross-Cultural Research
van de Vijver, F. J. R., & Leung, K. Y. (2021) · Cambridge University Press eBooks · doi:10.1017/9781107415188 · Cited by 2,611 · see citing works
Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis.
Elliot, A. J., & Harackiewicz, J. M. (1996) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.70.3.461 · Cited by 2,531 · see citing works
Self-citation
The Neuropsychology of Anxiety
Gray, J. A., & McNaughton, N. (2003) · doi:10.1093/acprof:oso/9780198522713.001.0001 · Cited by 1,933 · see citing works
Cross-cultural correlates of life satisfaction and self-esteem.
Diener, E., & Diener, M. (1995) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.68.4.653 · Cited by 1,835 · see citing works
Discriminant validity of well-being measures.
Lucas, R. E., Diener, E., & Suh, E. M. (1996) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.71.3.616 · Cited by 1,754 · see citing works
Making Sense of Factor Analysis: The Use of Factor Analysis for Instrument Development in Health Care Research
Sullivan, J., Pett, M. A., & Lackey, N. R. (2003) · Medical Entomology and Zoology · Cited by 1,712 · see citing works
Some necessary conditions for common-factor analysis
Guttman, L. (1954) · Psychometrika · doi:10.1007/bf02289162 · Cited by 1,689 · see citing works
A contrarian view of the five-factor approach to personality description.
Block, J. (1995) · Psychological Bulletin · doi:10.1037/0033-2909.117.2.187 · Cited by 1,682 · see citing works
Thinking About Answers: The Application of Cognitive Processes to Survey Methodology
Sudman, S., Bradburn, N. M., & Schwarz, N. (1995) · Cited by 1,586 · see citing works
The theoretical status of latent variables.
Borsboom, D., Mellenbergh, G. J., & van Heerden, J. (2003) · Psychological Review · doi:10.1037/0033-295x.110.2.203 · Cited by 1,566 · see citing works
Development and Validation of a Work Domain Goal Orientation Instrument
Vandewalle, D. (1997) · Educational and Psychological Measurement · doi:10.1177/0013164497057006009 · Cited by 1,547 · see citing works
Advances in Motivation and Achievement
(2014) · Emerald Group Publishing Limited eBooks · doi:10.1108/s0749-742320140000018017 · Cited by 1,545 · see citing works
On the bipolarity of positive and negative affect.
Russell, J. A., & Carroll, J. M. (1999) · Psychological Bulletin · doi:10.1037/0033-2909.125.1.3 · Cited by 1,481 · see citing works
Objective Tests as Instruments of Psychological Theory
Loevinger, J. (1957) · Psychological Reports · doi:10.2466/pr0.1957.3.3.635 · Cited by 1,476 · see citing works
Mean and Covariance Structures (MACS) Analyses of Cross-Cultural Data: Practical and Theoretical Issues
Little, T. D. (1997) · Multivariate Behavioral Research · doi:10.1207/s15327906mbr3201_3 · Cited by 1,397 · see citing works
Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement.
Wolters, C. A. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.2.236 · Cited by 1,386 · see citing works
Reliability and Validity
Kirk, J., & Miller, M. L. (1986) · Sage eBooks · doi:10.4135/9781412985659.n2 · Cited by 1,376 · see citing works
A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010) · Psychological Bulletin · doi:10.1037/a0018947 · Cited by 1,307 · see citing works
On the measurement of achievement goals: Critique, illustration, and application.
Elliot, A. J., & Murayama, K. (2008) · Journal of Educational Psychology · doi:10.1037/0022-0663.100.3.613 · Cited by 1,281 · see citing works
Self-citation
Classroom goal structure, student motivation, and academic achievement
Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006) · Annual Review of Psychology · doi:10.1146/annurev.psych.56.091103.070258 · Cited by 1,262 · see citing works
Achievement goals, study strategies, and exam performance: A mediational analysis.
Elliot, A. J., McGregor, H. A., & Gable, S. L. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.3.549 · Cited by 1,259 · see citing works
Self-citation
Approach-avoidance motivation in personality: Approach and avoidance temperaments and goals.
Elliot, A. J., & Thrash, T. M. (2002) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.82.5.804 · Cited by 1,259 · see citing works
Self-citation
A meta-analytic examination of the goal orientation nomological net.
Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007) · Journal of Applied Psychology · doi:10.1037/0021-9010.92.1.128 · Cited by 1,242 · see citing works
Multilevel Covariance Structure Analysis
Muthén, B. (1994) · Sociological Methods & Research · doi:10.1177/0049124194022003006 · Cited by 1,190 · see citing works
Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory.
Middleton, M., & Midgley, C. (1997) · Journal of Educational Psychology · doi:10.1037/0022-0663.89.4.710 · Cited by 1,178 · see citing works
Exploratory Structural Equation Modeling, Integrating CFA and EFA: Application to Students' Evaluations of University Teaching
Marsh, H. W., Muthén, B., Asparouhov, T., Lüdtke, O., Robitzsch, A., Morin, A. J. S., & Trautwein, U. (2009) · Structural Equation Modeling: A Multidisciplinary Journal · doi:10.1080/10705510903008220 · Cited by 1,093 · see citing works
The new person-specific paradigm in psychology
Molenaar, P. C. M., & Campbell, C. G. (2009) · Current Directions in Psychological Science · doi:10.1111/j.1467-8721.2009.01619.x · Cited by 1,088 · see citing works
Can people feel happy and sad at the same time?
Larsen, J. T., McGraw, A. P., & Cacioppo, J. T. (2001) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.81.4.684 · Cited by 1,083 · see citing works
Adaptive Self-Regulation of Unattainable Goals: Goal Disengagement, Goal Reengagement, and Subjective Well-Being
Wrosch, C., Scheier, M. F., Miller, G. E., Schulz, R., & Carver, C. S. (2003) · Personality and Social Psychology Bulletin · doi:10.1177/0146167203256921 · Cited by 991 · see citing works
The Contributions and Prospects of Goal Orientation Theory
Kaplan, A., & Maehr, M. L. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9012-5 · Cited by 940 · see citing works
Exploratory and confirmatory factor analysis: guidelines, issues, and alternatives
Hurley-Hanson, A. E., Scandura, T. A., Schriesheim, C. A., Brannick, M. Τ., Seers, A., Vandenberg, R. J., & Williams, L. J. (1997) · Journal of Organizational Behavior · doi:10.1002/(sici)1099-1379(199711)18:6 · Cited by 920 · see citing works
Interpretation of Educational Measurements
Freeman, F. S., & Kelley, T. L. (1928) · The American Journal of Psychology · doi:10.2307/1414476 · Cited by 865 · see citing works
Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety.
Skaalvik, E. M. (1997) · Journal of Educational Psychology · doi:10.1037/0022-0663.89.1.71 · Cited by 841 · see citing works
The Development and Validation of Scales Assessing Students' Achievement Goal Orientations
Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L. H., Anderman, E. M., & Roeser, R. W. (1998) · Contemporary Educational Psychology · doi:10.1006/ceps.1998.0965 · Cited by 809 · see citing works
Evaluating replicability of factors in the Revised NEO Personality Inventory: Confirmatory factor analysis versus Procrustes rotation.
McCrae, R. R., Zonderman, A. B., Costa, P. T., Bond, M. H., & Paunonen, S. V. (1996) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.70.3.552 · Cited by 798 · see citing works
Studies in cross-cultural psychology
Warren, N. A. (1977) · Academic Press eBooks · Cited by 789 · see citing works
Thinking about Answers: The Application of Cognitive Process to Survey Methodology
Aalbaum, G., Sudman, S., Bradburn, N. M., & Schwarz, N. (1996) · Journal of Marketing Research · doi:10.2307/3152133 · Cited by 783 · see citing works
Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools
Anderman, E. M., & Midgley, C. (1997) · Contemporary Educational Psychology · doi:10.1006/ceps.1996.0926 · Cited by 716 · see citing works
Psychological Tests and Personnel Decisions.
Ashton, G. C., Cronbach, L. J., & Gleser, C. (1968) · Biometrics · doi:10.2307/2528052 · Cited by 715 · see citing works
Self-linking and self-competence as dimensions of global self-esteem: Initial validation of a measure
Tafarodi, R. W., & Swann Jr., W. B. (1995) · Journal of Personality Assessment · doi:10.1207/s15327752jpa6502_8 · Cited by 714 · see citing works
multilevel random coefficient analyses of event- and interval-contingent data in social and personality psychology research
Nezlek, J. B. (2001) · Personality and Social Psychology Bulletin · doi:10.1177/0146167201277001 · Cited by 676 · see citing works
How Should the Internal Structure of Personality Inventories Be Evaluated?
Hopwood, C. J., & Donnellan, M. B. (2010) · Personality and Social Psychology Review · doi:10.1177/1088868310361240 · Cited by 671 · see citing works
Achievement Goals and the Hierarchical Model of Achievement Motivation
Elliot, A. J., & Thrash, T. M. (2001) · Educational Psychology Review · doi:10.1023/a:1009057102306 · Cited by 621 · see citing works
Self-citation
New methods for the analysis of change
Collins, L. M., & Sayer, A. (2001) · American Psychological Association eBooks · doi:10.1037/10409-000 · Cited by 578 · see citing works
Is There an Optimal Number of Alternatives for Likert Scale Items? Study I: Reliability and Validity
Matell, M. S., & Jacoby, J. (1971) · Educational and Psychological Measurement · doi:10.1177/001316447103100307 · Cited by 574 · see citing works
Social Predictors of Changes in Students' Achievement Goal Orientations
Anderman, L. H., & Anderman, E. M. (1999) · Contemporary Educational Psychology · doi:10.1006/ceps.1998.0978 · Cited by 554 · see citing works
The SAGE Handbook of Personality Theory and Assessment
Austin, E. J., Parker, J. D. A., Petrides, K. V., & Saklofske, D. H. (2008) · Cited by 554 · see citing works
A Cross-Cultural Analysis of Avoidance (Relative to Approach) Personal Goals
Elliot, A. J., Chirkov, V. I., Kim, Y., & Sheldon, K. M. (2001) · Psychological Science · doi:10.1111/1467-9280.00393 · Cited by 529 · see citing works
Self-citation
Learning and Motivation in the Classroom
(2017) · Routledge eBooks · doi:10.4324/9781315188522 · Cited by 517 · see citing works
A Comprehensive Trial Of The Scree And Kg Criteria For Determining The Number Of Factors
Cattell, R. B., & Vogelmann, S. (1977) · Multivariate Behavioral Research · doi:10.1207/s15327906mbr1203_2 · Cited by 516 · see citing works
A course in econometrics
Goldberger, A. S. (1991) · Medical Entomology and Zoology · Cited by 496 · see citing works
People are variables too: Multilevel structural equations modeling.
Mehta, P. D., & Neale, M. C. (2005) · Psychological Methods · doi:10.1037/1082-989x.10.3.259 · Cited by 462 · see citing works
Goal Theorists Should Move on From Performance Goals
Brophy, J. (2005) · Educational Psychologist · doi:10.1207/s15326985ep4003_3 · Cited by 462 · see citing works
Achievement Goals and Intrinsic Motivation: A Meta-Analytic Review
Rawsthorne, L. J., & Elliot, A. J. (1999) · Personality and Social Psychology Review · doi:10.1207/s15327957pspr0304_3 · Cited by 443 · see citing works
Self-citation
Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value
Spinath, B., Spinath, F. M., Harlaar, N., & Plomin, R. J. (2006) · Intelligence · doi:10.1016/j.intell.2005.11.004 · Cited by 435 · see citing works
Exploratory and confirmatory tests of the Big Five and Tellegen's three- and four-dimensional models.
Church, A. T., & Burke, P. J. (1994) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.66.1.93 · Cited by 403 · see citing works
Predictors of Academic Self-Handicapping and Achievement: Examining Achievement Goals, Classroom Goal Structures, and Culture.
Urdan, T. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.2.251 · Cited by 398 · see citing works
Measurement Model Quality, Sample Size, and Solution Propriety in Confirmatory Factor Models
Gagné, P., & Hancock, G. R. (2006) · Multivariate Behavioral Research · doi:10.1207/s15327906mbr4101_5 · Cited by 398 · see citing works
The structure of intraindividual value change.
Bardi, A., Lee, J. A., Hofmann‐Towfigh, N., & Soutar, G. N. (2009) · Journal of Personality and Social Psychology · doi:10.1037/a0016617 · Cited by 389 · see citing works
Confirmatory analysis of exploratively obtained factor structures
van Prooijen, J.-W., & van der Kloot, W. A. (2001) · Educational and Psychological Measurement · doi:10.1177/00131640121971518 · Cited by 375 · see citing works
Is the genetic structure of human personality universal? A cross-cultural twin study from North America, Europe, and Asia.
Yamagata, S., Suzuki, A., Ando, J., Ono, Y., Kijima, N., Yoshimura, K., Ostendorf, F., Angleitner, A., Riemann, R., Spinath, F. M., et al. (2006) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.90.6.987 · Cited by 373 · see citing works
Self-citation
Optimism, neuroticism, coping, and symptom reports: An alternative interpretation of the Life Orientation Test.
Smith, T. W., Pope, M. K., Rhodewalt, F. T., & Poulton, J. L. (1989) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.56.4.640 · Cited by 372 · see citing works
Approach and avoidance temperament as basic dimensions of personality
Elliot, A. J., & Thrash, T. M. (2010) · Journal of Personality · doi:10.1111/j.1467-6494.2010.00636.x · Cited by 368 · see citing works
Self-citation
The procrustes program: Producing direct rotation to test a hypothesized factor structure
Hurley, J. R., & Cattell, R. B. (2007) · Systems Research and Behavioral Science · doi:10.1002/bs.3830070216 · Cited by 356 · see citing works
Systems of student and teacher motivation: Toward a qualitative definition.
Ames, C., & Ames, R. E. (1984) · Journal of Educational Psychology · doi:10.1037/0022-0663.76.4.535 · Cited by 335 · see citing works
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 · see citing works
Self-citation
Handbook of the psychology of aging, 3rd ed.
Birren, J. E., & Schaie, K. W. (1990) · Cited by 314 · see citing works
U.S and Chinese cultural beliefs about learning.
Jin, L. (2003) · Journal of Educational Psychology · doi:10.1037/0022-0663.95.2.258 · Cited by 309 · see citing works
The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school.
Pietsch, J., Walker, R., & Chapman, E. (2003) · Journal of Educational Psychology · doi:10.1037/0022-0663.95.3.589 · Cited by 302 · see citing works
Discriminant and predictive validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy.
Lent, R. W., Brown, S. D., & Gore, P. A. (1997) · Journal of Counseling Psychology · doi:10.1037/0022-0167.44.3.307 · Cited by 289 · see citing works
The role of factorial invariance in modeling growth and change.
Meredith, W. H., & Horn, J. L. (2001) · American Psychological Association eBooks · doi:10.1037/10409-007 · Cited by 286 · see citing works
Genetic and environmental influences on the covariance of facets defining the domains of the five-factor model of personality
Jang, K. L., Livesley, W. J., Angleitner, A., Riemann, R., & Vernon, P. A. (2002) · Personality and Individual Differences · doi:10.1016/s0191-8869(01)00137-4 · Cited by 286 · see citing works
Age-related differences in achievement goal differentiation.
Bong, M. (2009) · Journal of Educational Psychology · doi:10.1037/a0015945 · Cited by 279 · see citing works
Handbook of Educational Psychology
Alexander, P. A., & WINNE, P. H. (2012) · Routledge eBooks · doi:10.4324/9780203874790 · Cited by 270 · see citing works
The goals behind performance goals.
Urdan, T., & Mestas, M. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.2.354 · Cited by 266 · see citing works
A Novel Approach to Assessing Achievement Goals in the Context of the 2× 2 Framework: Identifying Distinct Profiles of Individuals With Different Dominant Achievement Goals
Yperen, N. W. V. (2006) · Personality and Social Psychology Bulletin · doi:10.1177/0146167206292093 · Cited by 258 · see citing works
Regulation of Achievement Goals: The Role of Competence Feedback.
Senko, C., & Harackiewicz, J. M. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.3.320 · Cited by 255 · see citing works
Performance-approach goals: good or bad forms of regulation?
Elliot, A. J., & Moller, A. C. (2003) · International Journal of Educational Research · doi:10.1016/j.ijer.2004.06.003 · Cited by 253 · see citing works
Self-citation
Motivation, learning, and transformative experience: A study of deep engagement in science
Pugh, K. J., Linnenbrink‐Garcia, L., Koskey, K. L. K., Stewart, V. C., & Manzey, C. (2009) · Science Education · doi:10.1002/sce.20344 · Cited by 234 · see citing works
The neuropsychology of anxiety: reprise.
Gray, J. A., & McNaughton, N. (1996) · PubMed · Cited by 230 · see citing works
The trichotomous achievement goal model and intrinsic motivation: a sequential mediational analysis
Cury, F., Elliot, A. J., Sarrazin, P. G., Fonséca, D. D., & Rufo, M. (2002) · Journal of Experimental Social Psychology · doi:10.1016/s0022-1031(02)00017-3 · Cited by 221 · see citing works
Self-citation
Statistical Modeling of the Individual: Rationale and Application of Multivariate Stationary Time Series Analysis
Hamaker, E. L., Dolan, C. V., & Molenaar, P. C. M. (2005) · Multivariate Behavioral Research · doi:10.1207/s15327906mbr4002_3 · Cited by 219 · see citing works
Emotion as a Thermostat: Representing Emotion Regulation Using a Damped Oscillator Model.
Chow, S., Ram, N., Boker, S. M., Fujita, F., & Clore, G. L. (2005) · Emotion · doi:10.1037/1528-3542.5.2.208 · Cited by 218 · see citing works
Using Multivariate Data to Structure Developmental Change
McArdle, J. J., & Nesselroade, J. R. (2019) · Psychology Press eBooks · doi:10.4324/9781315792712-10 · Cited by 216 · see citing works
Acta geneticae medicae et gemellologiae
Mendel, I. G., & medica, S. I. D. G. (1952) · Medical Entomology and Zoology · Cited by 210 · see citing works
The Big Five as States: How Useful Is the Five-Factor Model to Describe Intraindividual Variations over Time?
Borkenau, P., & Ostendorf, F. (1998) · Journal of Research in Personality · doi:10.1006/jrpe.1997.2206 · Cited by 200 · see citing works
Genetic and Environmental Structure of Cloninger's Temperament and Character Dimensions
Ando, J., Suzuki, A., Yamagata, S., Kijima, N., Maekawa, H., Ono, Y., & Jang, K. L. (2004) · Journal of Personality Disorders · doi:10.1521/pedi.2004.18.4.379 · Cited by 188 · see citing works
Self-citation
Why Multicollinearity Matters: A Reexamination of Relations Between Self-Efficacy, Self-Concept, and Achievement.
Marsh, H. W., Dowson, M. N., Pietsch, J., & Walker, R. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.3.518 · Cited by 183 · see citing works
Behavioral Genetic Studies of Personality: An Introduction and Review of the Results of 50+ Years of Research
Johnson, A. M., Vernon, P. A., & Feiler, A. R. (2008) · SAGE Publications Ltd eBooks · doi:10.4135/9781849200462.n7 · Cited by 182 · see citing works
Achievement goals and achievement during early adolescence: Examining time-varying predictor and outcome variables in growth-curve analysis.
Shim, S. S., Ryan, A. M., & Anderson, C. J. (2008) · Journal of Educational Psychology · doi:10.1037/0022-0663.100.3.655 · Cited by 171 · see citing works
A Multimethod Investigation of the Multidimensionality of Children's Well-Being Reports: Discriminant Validity of Life Satisfaction and Self-Esteem
Huebner, E. S., Gilman, R., & Laughlin, J. E. (1999) · Social Indicators Research · doi:10.1023/a:1006821510832 · Cited by 169 · see citing works
Within-grade changes in Korean girls' motivation and perceptions of the learning environment across domains and achievement levels.
Bong, M. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.4.656 · Cited by 165 · see citing works
Item context effects on personality scales: Measuring changes the measure.
Knowles, E. S. (1988) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.55.2.312 · Cited by 163 · see citing works
The Midpoint on a Five-Point Likert-Type Scale
Armstrong, R. L. (1987) · Perceptual and Motor Skills · doi:10.2466/pms.1987.64.2.359 · Cited by 159 · see citing works
Stability and change in achievement goals
Fryer, J. W., & Elliot, A. J. (2006) · PsycEXTRA Dataset · doi:10.1037/e633962013-763 · Cited by 158 · see citing works
Self-citation
Sport Motivation Orientations: Beware of Jingle-Jangle Fallacies
Marsh, H. W. (1994) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.16.4.365 · Cited by 152 · see citing works
The Change in Middle School Students’ Achievement Goals in Mathematics Over Time
Middleton, M., Kaplan, A., & Midgley, C. (2004) · Social Psychology of Education · doi:10.1023/b:spoe.0000037484.86850.fa · Cited by 151 · see citing works
Latent Variable Growth Models for Research on Aging
McArdle, J. J., & Anderson, E. (1990) · Elsevier eBooks · doi:10.1016/b978-0-12-101280-9.50008-5 · Cited by 143 · see citing works
Focus Article: Idiographic Filters for Psychological Constructs
Nesselroade, J. R., Gerstorf, D., Hardy, S. A., & Ram, N. (2007) · Measurement Interdisciplinary Research and Perspectives · doi:10.1080/15366360701741807 · Cited by 142 · see citing works
Zygosity Diagnosis of Twins by Questionnaire
Ooki, S., Yamada, K., Asaka, A., & Hayakawa, K. (1990) · Acta geneticae medicae et gemellologiae · doi:10.1017/s0001566000005626 · Cited by 138 · see citing works
Alternative common factor models for multivariate biometric analyses
McArdle, J. J., & Goldsmith, H. (1990) · Behavior Genetics · doi:10.1007/bf01065873 · Cited by 138 · see citing works
Note On a Criterion for the Number of Common Factors
Humphreys, L. G., & Ilgen, D. R. (1969) · Educational and Psychological Measurement · doi:10.1177/001316446902900303 · Cited by 136 · see citing works
Reducing Uniform Response Bias With Ipsative Measurement in Multiple-Group Confirmatory Factor Analysis
Cheung, M. W. ‐., & Chan, W. (2002) · Structural Equation Modeling A Multidisciplinary Journal · doi:10.1207/s15328007sem0901_4 · Cited by 127 · see citing works
An Introduction to the Theory of Mental and Social Measurements.
Giddings, F. H., & Thorndike, E. L. (1905) · The Journal of Philosophy Psychology and Scientific Methods · doi:10.2307/2012040 · Cited by 127 · see citing works
Perspectives on anxiety, panic, and fear
Hope, D. A., & Dienstbier, R. A. (1996) · University of Nebraska Press eBooks · Cited by 124 · see citing works
Motivation in Sport: The Relevance of Competence and Achievement Goals.
Duda, J. L. (2005) · University of Birmingham Research Portal (University of Birmingham) · Cited by 120 · see citing works
Personality and achievement motivation: Relationship among Big Five domain and facet scales, achievement goals, and intelligence
Bipp, T., Steinmayr, R., & Spinath, B. (2008) · Personality and Individual Differences · doi:10.1016/j.paid.2008.01.001 · Cited by 116 · see citing works
Factor Analysis of Ipsative Measures
Dunlap, W. P., & Cornwell, J. M. (1994) · Multivariate Behavioral Research · doi:10.1207/s15327906mbr2901_4 · Cited by 102 · see citing works
A MODEL FOR ACHIEVEMENT MOTIVES, GOAL ORIENTATIONS, INTRINSIC INTEREST, AND ACADEMIC ACHIEVEMENT
Tanaka, A., & Yamauchi, H. (2001) · Psychological Reports · doi:10.2466/pr0.2001.88.1.123 · Cited by 99 · see citing works
Measuring Goal Orientation in a Work Domain
Baranik, L. E., Barron, K. E., & Finney, S. J. (2007) · Educational and Psychological Measurement · doi:10.1177/0013164406292090 · Cited by 99 · see citing works
Construct- and criterion-related validity of four commonly used goal orientation instruments
Day, E. A., Radosevich, D. J., & Chasteen, C. S. (2003) · Contemporary Educational Psychology · doi:10.1016/s0361-476x(02)00043-7 · Cited by 97 · see citing works
Students’ Motivation for Standardized Math Exams
Ryan, K. E., Ryan, A. M., Arbuthnot, K. N., & Samuels, M. (2007) · Educational Researcher · doi:10.3102/0013189x06298001 · Cited by 80 · see citing works
Self and Identity Processes in School Motivation, Learning, and Achievement
Roeser, R. W., Peck, S. C., & Nasir, N. S. (2015) · Routledge eBooks · doi:10.4324/9780203874790.ch18 · Cited by 78 · see citing works
“Too complex for me!” Why do performance-approach and performance-avoidance goals predict exam performance?
Darnon, C., Butera, F., Mugny, G., Quiamzade, A., & Hulleman, C. S. (2009) · European Journal of Psychology of Education · doi:10.1007/bf03178759 · Cited by 74 · see citing works
Life-Span Developmental Psychology
(2019) · Psychology Press eBooks · doi:10.4324/9781315792712 · Cited by 70 · see citing works
Validation of a Multidimensional Measure of Goal Orientation.
Zweig, D., & Webster, J. (2004) · Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement · doi:10.1037/h0087233 · Cited by 66 · see citing works
Goals and cognitions
Ames, C., & Ames, R. E. (1989) · Academic Press eBooks · Cited by 62 · see citing works
Self‐Liking and Self‐Competence Separate Self‐Evaluation From Self‐Deception: Associations With Personality, Ability, and Achievement
Mar, R. A., DeYoung, C. G., Higgins, D. M., & Peterson, J. B. (2006) · Journal of Personality · doi:10.1111/j.1467-6494.2006.00402.x · Cited by 60 · see citing works
The nature and nurture of intelligence and motivation in the origins of sex differences in elementary school achievement
Spinath, F. M., Spinath, B., & Plomin, R. J. (2008) · European Journal of Personality · doi:10.1002/per.677 · Cited by 57 · see citing works
Motivating students, improving schools : the legacy of Carol Midgley
Pintrich, P. R., & Maehr, M. L. (2004) · Cited by 53 · see citing works
Using derivative estimates to describe intraindividual variability at multiple time scales.
Deboeck, P. R., Montpetit, M. A., Bergeman, C. S., & Boker, S. M. (2009) · Psychological Methods · doi:10.1037/a0016622 · Cited by 52 · see citing works
The Covariance Structure Analysis of Ipsative Data
Chan, W., & Bentler, P. M. (1993) · Sociological Methods & Research · doi:10.1177/0049124193022002003 · Cited by 52 · see citing works
A Cross-Cultural Examination of the Psychometric Properties of Responses to the Achievement Goal Questionnaire
Murayama, K., Zhou, M., & Nesbit, J. C. (2008) · Educational and Psychological Measurement · doi:10.1177/0013164408322017 · Cited by 51 · see citing works
Self-citation
Developmental changes in depressive cognitions: A longitudinal evaluation of the Cognitive Triad Inventory for Children.
LaGrange, B., Cole, D. A., Dallaire, D. H., Ciesla, J. A., Pineda, A. Q., Truss, A. E., & Folmer, A. S. (2008) · Psychological Assessment · doi:10.1037/1040-3590.20.3.217 · Cited by 50 · see citing works
CAN ACHIEVEMENT GOAL THEORY GUIDE SCHOOL REFORM?
Urdan, T. (2004) · Advances in motivation and achievement · doi:10.1016/s0749-7423(03)13013-0 · Cited by 47 · see citing works
The Patterns of Adaptive Learning Survey: A Comparison Across Grade Levels
Ross, M. E., Shannon, D., Salisbury‐Glennon, J. D., & GUARINO, A. J. (2002) · Educational and Psychological Measurement · doi:10.1177/00164402062003006 · Cited by 46 · see citing works
The structure of intraindividual temperament in the context of mother-child dyads: P-technique factor analyses of short-term change.
Hooker, K. A., Nesselroade, D. W., Nesselroade, J. R., & Lerner, R. M. (1987) · Developmental Psychology · doi:10.1037/0012-1649.23.3.332 · Cited by 42 · see citing works
COMPETING SCHOOLS OF THOUGHT IN ACHIEVEMENT GOAL THEORY?
Roeser, R. W. (2004) · Advances in motivation and achievement · doi:10.1016/s0749-7423(03)13010-5 · Cited by 34 · see citing works
Factor Structure of Planning and Problem-solving: A Behavioral Genetic Analysis of the Tower of London Task in Middle-aged Twins
Kremen, W. S., Jacobson, K. C., Panizzon, M. S., Xian, H., Eaves, L. J., Eisen, S. A., Tsuang, M. T., & Lyons, M. J. (2008) · Behavior Genetics · doi:10.1007/s10519-008-9242-z · Cited by 29 · see citing works
Personality theories and models
Boyle, G. J., Matthews, G., & Saklofske, D. H. (2008) · Sage eBooks · Cited by 28 · see citing works
The stability of goal orientations in grade five students: comparison of two methodologies
Seifert, T. L. (1996) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1996.tb01177.x · Cited by 28 · see citing works
Recovering Preipsative Information From Additive Ipsatized Data
Cheung, M. W. ‐. (2006) · Educational and Psychological Measurement · doi:10.1177/0013164405282486 · Cited by 20 · see citing works
Untitled work
(1996) · doi:10.1002/(sici)1099-1379(199611)17:6

Flagged first, then by citations

Sorted by citations

What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.
Mega, C., Ronconi, L., & De Beni, R. (2014) · Journal of Educational Psychology · doi:10.1037/a0033546 · Cited by 1,007 · see citing works
A 3 × 2 achievement goal model.
Elliot, A. J., Murayama, K., & Pekrun, R. H. (2011) · Journal of Educational Psychology · doi:10.1037/a0023952 · Cited by 855 · see citing works
Self-citation
Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives
Conley, A. (2012) · Journal of Educational Psychology · doi:10.1037/a0026042 · Cited by 420 · see citing works
Students’ classroom engagement produces longitudinal changes in classroom motivation.
Reeve, J., & Lee, W. (2013) · Journal of Educational Psychology · doi:10.1037/a0034934 · Cited by 394 · see citing works
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 · see citing works
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 286 · see citing works
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 273 · see citing works
Multiple pathways to success: An examination of integrative motivational profiles among upper elementary and college students.
Linnenbrink‐Garcia, L., Wormington, S. V., Snyder, K. E., Riggsbee, J., Perez, T., Ben‐Eliyahu, A., & Hill, N. E. (2018) · Journal of Educational Psychology · doi:10.1037/edu0000245 · Cited by 249 · see citing works
Comparing three models of achievement goals: Goal orientations, goal standards, and goal complexes.
Senko, C., & Tropiano, K. L. (2016) · Journal of Educational Psychology · doi:10.1037/edu0000114 · Cited by 228 · see citing works
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications
Linnenbrink‐Garcia, L., Middleton, M., Ciani, K. D., Easter, M. A., O’Keefe, P. A., & Zusho, A. (2012) · Educational Psychologist · doi:10.1080/00461520.2012.722515 · Cited by 214 · see citing works
“…& Chasteen, 2003; Elliot & McGregor, 2001; Elliot & Murayama, 2008; Finney, Pieper, & Barron, 2004; Middleton & Midgley, 1997; Midgley et al., 1998; Muis, Winne, & Edwards, 2009; Murayama et al., 2011; Ross et al., 2002; M. Smith, Duda, Allen, & Hall, 2002; Wu & Chen, 2010; Zusho et al., 2007).”
BackgroundResultInfluential
University instructors’ achievement goals for teaching.
Daumiller, M. H., Dickhäuser, O., & Dresel, M. (2018) · Journal of Educational Psychology · doi:10.1037/edu0000271 · Cited by 136 · see citing works
Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions
Daumiller, M. H., Stupnisky, R. H., & Janke, S. (2019) · International Journal of Educational Research · doi:10.1016/j.ijer.2019.101502 · Cited by 146 · see citing works
Synthesizing the Evidence on Classroom Goal Structures in Middle and Secondary Schools: A Meta-Analysis and Narrative Review
Givens Rolland, R. (2012) · Review of Educational Research · doi:10.3102/0034654312464909 · Cited by 138 · see citing works
Predicting teachers' achievement goals for teaching: The role of perceived school goal structure and teachers' sense of efficacy
Cho, Y., & Shim, S. S. (2013) · Teaching and Teacher Education · doi:10.1016/j.tate.2012.12.003 · Cited by 129 · see citing works
Surprise, Curiosity, and Confusion Promote Knowledge Exploration: Evidence for Robust Effects of Epistemic Emotions
Vogl, E., Pekrun, R. H., Murayama, K., Stockinger, K., & Schubert, S. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02474 · Cited by 136 · see citing works
“While between-person approaches can be used to examine individual differences in the antecedents and effects of emotions, within-person analysis provides insight into the structures and variations of emotional states within individuals over time, in response to different task characteristics, for instance (e.g., Tsai…”
BackgroundMethodSelf-citation
Achievement goals, emotions, learning, and performance: A process model.
Ranellucci, J., Hall, N. C., & Goetz, T. (2015) · Motivation Science · doi:10.1037/mot0000014 · Cited by 127 · see citing works
The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology-enhanced learning environments
Bernacki, M. L., Byrnes, J. P., & Cromley, J. G. (2011) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2011.12.001 · Cited by 125 · see citing works
“For instance, Murayama, Elliot, and Yamagata (2011) found that, across numerous studies where confirmatory factor analyses demonstrate the constructs are distinct, learners’ performance approach and avoidance goals tend to be highly correlated.”
Background
Perceived competence moderates the relation between performance-approach and performance-avoidance goals.
Law, W., Elliot, A. J., & Murayama, K. (2012) · Journal of Educational Psychology · doi:10.1037/a0027179 · Cited by 125 · see citing works
“For each domain, after identifying and reporting on the experience, participants reported their performance-approach and performance-avoidance goals for that experience (see Murayama et al., 2011).”
BackgroundSelf-citation
Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals.
Tanaka, A., & Murayama, K. (2014) · Journal of Educational Psychology · doi:10.1037/a0036659 · Cited by 111 · see citing works
“Despite the importance of research conducted from a within-person perspective, this approach has been underrepresented particularly in emotion research, and more generally in educational and psychological research (Murayama et al., 2011; Pekrun, 2006; Tsai, Kunter, Lüdtke, Trautwein, & Ryan, 2008).”
Self-citation
Managing emotions: A case study exploring the relationship between experiential learning, emotions, and student performance
Finch, D., Peacock, M., Lazdowski, D., & Hwang, M. (2014) · The International Journal of Management Education · doi:10.1016/j.ijme.2014.12.001 · Cited by 109 · see citing works
Goal Structures: The Role of Teachers’ Achievement Goals and Theories of Intelligence
Shim, S. S., Cho, Y., & Cassady, J. C. (2012) · The Journal of Experimental Education · doi:10.1080/00220973.2011.635168 · Cited by 90 · see citing works
Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement
Lüftenegger, M., Klug, J., Harrer, K., Langer, M., Spiel, C., & Schober, B. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00603 · Cited by 90 · see citing works
“Empirical evidence, however, provides good reasons to keep them separated (Murayama et al., 2011).”
Background
Achievement Goals
Murayama, K., Elliot, A. J., & Friedman, R. (2012) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780195399820.013.0012 · Cited by 84 · see citing works
Self-citation
Achievement goals, academic self-concept, and school grades in mathematics: Longitudinal reciprocal relations in above average ability secondary school students
Niepel, C., Brunner, M., & Preckel, F. (2014) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2014.07.002 · Cited by 79 · see citing works
An exploration into the influence of academic and social values, procrastination, and perceived school belongingness on academic performance
Kennedy, G. J., & Tuckman, B. W. (2013) · Social Psychology of Education · doi:10.1007/s11218-013-9220-z · Cited by 76 · see citing works
Big Five personality profiles of context-specific achievement goals
McCabe, K. O., Yperen, N. W. V., Elliot, A. J., & Verbraak, M. J. P. M. (2013) · Journal of Research in Personality · doi:10.1016/j.jrp.2013.06.003 · Cited by 76 · see citing works
Self-citation
Achievement goal profiles in elementary school: Antecedents, consequences, and longitudinal trajectories
Schwinger, M., Steinmayr, R., & Spinath, B. (2016) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2016.05.006 · Cited by 74 · see citing works
Potential‐based achievement goals
Elliot, A. J., Murayama, K., Kobeisy, A. N., & Lichtenfeld, S. (2014) · British Journal of Educational Psychology · doi:10.1111/bjep.12051 · Cited by 74 · see citing works
“The Guttman-Kaiser criterion (eigenvalues greater than 1.0; Guttman, 1954; Kaiser, 1960), scree plot, and fit indices (see Murayama, Elliot, & Yamagata, 2011) all indicated that the two-factor solution was best.”
InfluentialSelf-citation
Grit and Intention: Why Do Learners Complete MOOCs?
Wang, Y., & Baker, R. S. (2018) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v19i3.3393 · Cited by 70 · see citing works
Developing a Structural Model on the Relationship among Motivational Beliefs, Self-Regulated Learning Strategies, and Achievement in Mathematics
Fadlelmula, F. K., Çakıroğlu, E., & Sungur, S. (2014) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-013-9499-4 · Cited by 66 · see citing works
Autonomous and controlled reasons underlying achievement goals: Implications for the 3 × 2 achievement goal model in educational and work settings
Gillet, N., Lafrenière, M. K., Huyghebaert‐Zouaghi, T., & Fouquereau, E. (2015) · Motivation and Emotion · doi:10.1007/s11031-015-9505-y · Cited by 62 · see citing works
Researchers’ achievement goals: Prevalence, structure, and associations with job burnout/engagement and professional learning
Daumiller, M. H., & Dresel, M. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101843 · Cited by 59 · see citing works
School socio-economic status and student socio-academic achievement goals in upper secondary contexts
Berger, N., & Archer, J. (2015) · Social Psychology of Education · doi:10.1007/s11218-015-9324-8 · Cited by 57 · see citing works
Predicting Singapore students' achievement goals in their English study: Self-construal and classroom goal structure
Luo, W., Hogan, D., & Paris, S. G. (2011) · Learning and Individual Differences · doi:10.1016/j.lindif.2011.07.002 · Cited by 53 · see citing works
Achievement goals of traditional and nontraditional aged college students: Using the 3×2 achievement goal framework
Johnson, M. L., & Kestler, J. L. (2013) · International Journal of Educational Research · doi:10.1016/j.ijer.2013.03.010 · Cited by 49 · see citing works
Between students' instrumental goals and how they learn: Goal content is the gap to mind
Fryer, L. K., Ginns, P., & WALKER, R. A. (2014) · British Journal of Educational Psychology · doi:10.1111/bjep.12052 · Cited by 45 · see citing works
PERFECTIONISM AND ACHIEVEMENT GOAL ORIENTATIONS IN ADOLESCENT SCHOOL STUDENTS
Damian, L. E., Stoeber, J., Negru‐Subtirica, O., & Băban, A. (2014) · Psychology in the Schools · doi:10.1002/pits.21794 · Cited by 47 · see citing works
A situated process model of vocational achievement goal striving within members of the academic staff at university
Janke, S., & Dickhäuser, O. (2017) · Motivation and Emotion · doi:10.1007/s11031-017-9657-z · Cited by 43 · see citing works
The role of social-academic goals in Chinese students’ self-regulated learning
Wang, J., King, R. B., & Rao, N. (2018) · European Journal of Psychology of Education · doi:10.1007/s10212-018-0404-y · Cited by 47 · see citing works
Perceived parent goals and student goal orientations as predictors of seeking or not seeking help: Does age matter?
Gonida, E. Ν., Karabenick, S. A., Makara, K. A., & Hatzikyriakou, G. A. (2014) · Learning and Instruction · doi:10.1016/j.learninstruc.2014.04.007 · Cited by 44 · see citing works
Psychological Need Satisfaction and Achievement Goals: Exploring Indirect Effects of Academic and Social Adaptation Following the Transition to Secondary School
Duchesne, S., Ratelle, C. F., & Feng, B. (2016) · The Journal of Early Adolescence · doi:10.1177/0272431616659561 · Cited by 44 · see citing works
The advantages of task-based and other-based achievement goals as standards of competence
Diseth, Å. (2015) · International Journal of Educational Research · doi:10.1016/j.ijer.2015.04.011 · Cited by 42 · see citing works
Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers’ achievement goal orientations
Janke, S., Bardach, L., Oczlon, S., & Lüftenegger, M. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.04.003 · Cited by 41 · see citing works
A Mixed Methods Study of the Relationship between Student Perceptions of Teacher-Student Interactions and Motivation in Middle Level Science
Smart, J. (2014) · RMLE Online · doi:10.1080/19404476.2014.11462117 · Cited by 40 · see citing works
A neglected tenet of achievement goal theory: Associations between life aspirations and achievement goal orientations
Janke, S., & Dickhäuser, O. (2019) · Personality and Individual Differences · doi:10.1016/j.paid.2019.01.038 · Cited by 40 · see citing works
Perfectionism and Achievement Motivation in High-Ability Students
Neumeister, K. L. S., Fletcher, K. L., & Burney, V. H. (2015) · journal for the education of the gifted · doi:10.1177/0162353215592502 · Cited by 41 · see citing works
Epistemic beliefs and achievement goal orientations: Relations between constructs versus personal profiles
Madjar, N., Weinstock, M. P., & Kaplan, A. (2016) · The Journal of Educational Research · doi:10.1080/00220671.2015.1034353 · Cited by 38 · see citing works
Longitudinal analysis of the trajectories of academic and social motivation across the transition from elementary to middle school
Madjar, N., Cohen, V., & Shoval, G. (2018) · Educational Psychology · doi:10.1080/01443410.2017.1341623 · Cited by 34 · see citing works
Developmental Trajectories of Achievement Goal Orientations During the Middle School Transition
Duchesne, S., Ratelle, C. F., & Feng, B. (2013) · The Journal of Early Adolescence · doi:10.1177/0272431613495447 · Cited by 37 · see citing works
“Given that these goals tend to co-occur and that they both stem from fear of failure (Murayama et al., 2011), it is possible that an anxious disposition would orient the motivational intentions of students according to whether or not they anticipate failure or have high personal standards of…”
Background
Benefits of mindfulness in academic settings: trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior
Kuroda, Y., Yamakawa, O., & Ito, M. (2022) · BMC Psychology · doi:10.1186/s40359-022-00746-3 · Cited by 37 · see citing works
“Achievement goals We used the Japanese-translated version [61] of the Achievement Goal Questionnaire-Revised [62].”
Method
The Development of Achievement Goals Throughout College
Corker, K. S., Donnellan, M. B., & Bowles, R. P. (2013) · Personality and Social Psychology Bulletin · doi:10.1177/0146167213494243 · Cited by 36 · see citing works
Validity : Historical and Psychometric Perspectives
Murayama, K. (2012) · The Annual Report of Educational Psychology in Japan · doi:10.5926/arepj.51.118 · Cited by 35 · see citing works
Self-citation
Broadening the nomological network of classroom goal structures using doubly latent multilevel modeling
Khajavy, G. H., Bardach, L., Hamedi, S. M., & Lüftenegger, M. (2017) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2017.10.004 · Cited by 33 · see citing works
Motivation and emotion predict medical students’ attention to computer-based feedback
Naismith, L. M., & Lajoie, S. P. (2017) · Advances in Health Sciences Education · doi:10.1007/s10459-017-9806-x · Cited by 34 · see citing works
“76), these variables influenced attention in different directions, supporting recent research affirming that they are independent constructs with unique predictive value (Linnenbrink-Garcia et al. 2012; Murayama et al. 2011).”
Background
Deconstructing performance goal orientations: The merit of a dimensional approach
Janke, S., Nitsche, S., Praetorius, A., Benning, K., Fasching, M. S., Dresel, M., & Dickhäuser, O. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.08.013 · Cited by 31 · see citing works
Metas de logro 3 × 2, motivación autodeterminada y satisfacción con la vida en educación secundaria
Mendez‐Giménez, A., Cecchini-Estrada, J.-A., Fernández‐Río, J., Méndez-Alonso, D., & Saborit, J. (2017) · Revista de Psicodidáctica · doi:10.1016/j.psicod.2017.05.001 · Cited by 31 · see citing works
‘Why do I study and what do I want to achieve by studying?’ Understanding the reasons and the aims of student engagement
Cai, E. Y. L., & Liem, G. A. D. (2017) · School Psychology International · doi:10.1177/0143034316686399 · Cited by 31 · see citing works
“In view of prior findings suggesting that the approach and avoidance dimensions of the same achievement goals may be highly correlated in children or Asians (Murayama et al., 2011), we explore if Singapore elementary students distinguish the approach and avoidance dimensions of achievement goals.”
BackgroundInfluential
Relationships between in-service teacher achievement motivation and use of educational technology: case study with Latvian and Estonian teachers
Dāvidsone, A., Pruulmann-Vengerfeldt, P., & Siibak, A. (2017) · Technology Pedagogy and Education · doi:10.1080/1475939x.2017.1339633 · Cited by 30 · see citing works
Dynamic reciprocal relations of achievement goals with daily experiences of academic success and failure: An ambulatory assessment study
Neubauer, A. B., Schmidt, A., Schmiedek, F., & Dirk, J. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101617 · Cited by 30 · see citing works
Personal goals as predictors of intended classroom goals: Comparing elementary and secondary school pre‐service teachers
Daniels, L. M., Frenzel, A. C., Stupnisky, R. H., Stewart, T. L., & Perry, R. P. (2012) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.2012.02069.x · Cited by 28 · see citing works
validation of the achievement goal questionnaire – revised in Argentinean university students (A-AGQ-R)
Sánchez-Rosas, J. (2015) · International journal of psychological research · doi:10.21500/20112084.641 · Cited by 28 · see citing works
Effects of Achievement Goals on Challenge Seeking and Feedback Processing: Behavioral and fMRI Evidence
Lee, W., & Kim, S. (2014) · PLoS ONE · doi:10.1371/journal.pone.0107254 · Cited by 28 · see citing works
Examinando el modelo de metas de logro 3x2 en el contexto de la Educación Física
Mendez‐Giménez, A., Estrada, J. A. C., & Fernández‐Río, J. (2014) · Cuadernos de Psicología del Deporte · doi:10.4321/s1578-84232014000300017 · Cited by 28 · see citing works
A Behavioral Genetic Perspective on Non-Cognitive Factors and Academic Achievement
Tucker–Drob, E. M., & Harden, K. P. (2017) · Cambridge University Press eBooks · doi:10.1017/9781316340301.007 · Cited by 26 · see citing works
Attachment to the mother and achievement goal orientations at the beginning of middle school: The mediating role of academic competence and anxiety
Maltais, C., Duchesne, S., Ratelle, C. F., & Feng, B. (2015) · Learning and Individual Differences · doi:10.1016/j.lindif.2015.03.006 · Cited by 26 · see citing works
Re-examining achievement goal instrumentation: Convergent validity of AGQ and PALS
Hackel, T. S., Jones, M. H., Carbonneau, K. J., & Mueller, C. E. (2016) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2016.04.005 · Cited by 27 · see citing works
Achievement goal profiles and their associations with math achievement, self-efficacy, anxiety and instructional quality: A single and multilevel mixture study.
Chan, M., & Liem, G. (2023) · British Journal of Educational Psychology · doi:10.1111/bjep.12620 · Cited by 22 · see citing works
Different time and context = Different goals and emotions? Temporal variability and context specificity of achievement goals for teaching and associations with discrete emotions
Daumiller, M. H., Janke, S., Rinas, R., Hein, J., Dickhäuser, O., & Dresel, M. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102139 · Cited by 27 · see citing works
Associations between Achievement Goal Orientations and Academic Performance Among Students at a UK Pharmacy School
Hall, M., Hanna, L., Hanna, A. J., et al. (2015) · American Journal of Pharmaceutical Education · doi:10.5688/ajpe79564 · Cited by 24 · see citing works
“”(9,10) Studentswho arework-avoidant aim tominimize the effort required to learn and perform.(8,11) Elliot and McGregor’s achievement goal questionnaire (AGQ) and Elliot and Murayama’s revised version”
Background
Effects of achievement goals on perceptions of competence in conditions of unfavourable social comparisons: The mastery goal advantage effect
Kamarova, S., Chatzisarantis, N. L. D., Hagger, M. S., Lintunen, T., Hassandra, M., & Papaioannou, A. G. (2017) · British Journal of Educational Psychology · doi:10.1111/bjep.12168 · Cited by 26 · see citing works
Different major, different goals: University students studying economics differ in life aspirations and achievement goal orientations from social science students
Janke, S., & Dickhäuser, O. (2019) · Learning and Individual Differences · doi:10.1016/j.lindif.2019.05.008 · Cited by 24 · see citing works
Insights on biology student motivations and challenges when reading and analyzing primary literature
Howard, K. N., Stapleton, E. K., Nelms, A. A., Ryan, K. C., & Segura-Totten, M. (2021) · PLOS ONE · doi:10.1371/journal.pone.0251275 · Cited by 23 · see citing works
“Students can adopt a performance approach goal, where they strive to do better than their peers, or a performance avoidance goal, where they are motivated by fear of failure [35].”
Background
Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach
Daumiller, M. H., & Dresel, M. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102124 · Cited by 22 · see citing works
Stress of school performance among secondary students: The role of classroom goal structures and teacher support
García‐Moya, I., López, M. D., & Paniagua, C. T. (2023) · Journal of School Psychology · doi:10.1016/j.jsp.2023.05.005 · Cited by 27 · see citing works
Born to learn or born to win? Birth order effects on achievement goals
Carette, B., Anseel, F., & Yperen, N. W. V. (2011) · Journal of Research in Personality · doi:10.1016/j.jrp.2011.06.008 · Cited by 21 · see citing works
“Our findings also contribute to AGT, as they go beyond the current focus on proximal, psychological antecedents of achievement goals (e.g., Elliot, 2005), and provide further evidence for more fundamental antecedents of achievement goal preferences (cf. Murayama et al., 2011).”
Background
How do students’ achievement goals relate to learning from well-designed instructional videos and subsequent exam performance?
Kuhlmann, S. L., Bernacki, M. L., Greene, J. A., Hogan, K. A., Evans, M., Plumley, R. D., Gates, K. M., & Panter, A. T. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102162 · Cited by 26 · see citing works
Achievement Goals, School Achievement, Self-Estimations of School Achievement, and Calibration in Students With and Without Special Education Needs in Inclusive Education
Schwab, S., & Hessels, M. G. P. (2014) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2014.932304 · Cited by 20 · see citing works
Sex differences in the development of achievement goals in middle school
Theis, D., & Fischer, N. (2017) · Learning and Individual Differences · doi:10.1016/j.lindif.2017.05.006 · Cited by 20 · see citing works
Analysis of the Separation of Task-Based and Self-Based Achievement Goals in a Philippine Sample
David, A. P. (2014) · Psychological Studies · doi:10.1007/s12646-014-0266-6 · Cited by 19 · see citing works
Measuring Achievement Goal Orientations of Pharmacy Students
Gavaza, P., Muthart, T., & Khan, G. M. (2014) · American Journal of Pharmaceutical Education · doi:10.5688/ajpe78354 · Cited by 18 · see citing works
Challenging the Universality of Achievement Goal Models: A Comparison of Two Culturally Distinct Countries
Hofverberg, A., & Winberg, M. (2018) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2018.1544170 · Cited by 18 · see citing works
“AlthoughMurayama et al. (2009) claim invariance between Japan and the US, we consider some of their results to indicate otherwise (e.”
BackgroundInfluential
Deadlines make you productive, but what do they do to your motivation? Trajectories in quantity and quality of motivation and study activities among university students as exams approach
Capelle, J. D., Senker, K., Fries, S., & Grund, A. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1224533 · Cited by 20 · see citing works
Exploring the within-person contemporaneous network of motivational engagement
Tamura, A., Ishii, R., Yagi, A., Fukuzumi, N., Hatano, A., Sakaki, M., Tanaka, A., & Murayama, K. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101649 · Cited by 20 · see citing works
Self-citation
3 × 2 Achievement Goals, Self-Determined Motivation and Life Satisfaction in Secondary Education
Mendez‐Giménez, A., Cecchini-Estrada, J.-A., Fernández‐Río, J., et al. (2017) · Revista de Psicodidáctica (English ed ) · doi:10.1016/j.psicoe.2017.05.004 · Cited by 16 · see citing works
The interaction between student motivation and the instructional environment on academic outcome: a hierarchical linear model
Los, R., & Schweinle, A. (2019) · Social Psychology of Education · doi:10.1007/s11218-019-09487-5 · Cited by 22 · see citing works
How achievement goals affect students' well-being and the relationship model between achievement goals, academic self-efficacy and affect at school
Ariani, D. W. (2021) · Journal of Applied Research in Higher Education · doi:10.1108/jarhe-08-2020-0273 · Cited by 19 · see citing works
Nuorten opiskelumotivaatio ja hyvinvointi : Tavoiteorientaatioprofiilit, niiden ajallinen pysyvyys ja muutos sekä erot sosio-emotionaalisessa hyvinvoinnissa
Tuominen, H. (2012) · Työväentutkimus Vuosikirja · Cited by 15 · see citing works
Merits and limitations of latent profile approaches to teachers’ achievement goals: A multi-study analysis
Daumiller, M. H., Janke, S., Butler, R., Dickhäuser, O., & Dresel, M. (2023) · PLoS ONE · doi:10.1371/journal.pone.0284608 · Cited by 14 · see citing works
Examining Approach and Avoidance Valences of the 3 X 2 Achievement Goal Types on an Engineering Student Sample: A Validity Approach
Hunsu, N. J., Oje, A. V., Jackson, A., & Olaogun, O. P. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.628004 · Cited by 14 · see citing works
Does grading undermine feedback? The influence of grades on the effectiveness of corrective feedback on L2 writing
Dlaska, A., & Krekeler, C. (2013) · Language Learning Journal · doi:10.1080/09571736.2013.848226 · Cited by 13 · see citing works
Students’ motivation to learn in middle school - a self-regulated learning approach
Paulino, P., Sá, I., & da Silva, A. L. (2017) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.39.15169 · Cited by 12 · see citing works
Experimentally manipulated achievement goal state fluctuations regulate self-conscious emotional responses to feedback.
Rebar, A. L., & Conroy, D. E. (2013) · Sport Exercise and Performance Psychology · doi:10.1037/a0034645 · Cited by 12 · see citing works
The socialization of performance goals
Sommet, N., Pillaud, V., Meuleman, B., & Butera, F. (2017) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2017.03.008 · Cited by 13 · see citing works
The influence of e-learning on exam performance and the role of achievement goals in shaping learning patterns
Janson, M. P., & Janke, S. (2024) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-024-00488-9 · Cited by 15 · see citing works
Examining the Effects of Different Types of Achievement Goal Orientation on Undergraduate Students’ Engagement in Distance Learning: The Mediating Effect of Self-Efficacy
Han, T., Guo-xing, X., & Lu, W. (2025) · Behavioral Sciences · doi:10.3390/bs15010039 · Cited by 11 · see citing works
“Similarly, research by Murayama et al. (2011) indicates that the distinction between approach and avoidance goal types may be less salient among students from certain ethnic backgrounds.”
Achievement Goals in Students With Learning Disabilities, Emotional or Behavioral Disorders, and Low IQ Without Special Educational Needs
Schwab, S. (2014) · Journal of Cognitive Education and Psychology · doi:10.1891/1945-8959.13.3.357 · Cited by 11 · see citing works
What reduces the adverse development of motivation at the beginning of secondary education: The relationship between student-perceived teaching practices and changes in students’ achievement goals
Janke, S., Daumiller, M. H., Praetorius, A., Dickhäuser, O., & Dresel, M. (2021) · Edition ZfE · doi:10.1007/978-3-658-31064-6_7 · Cited by 10 · see citing works
Motivation Assessment Scale for Learning in Higher Education (EMAPRE-U): Validity Evidence
dos Santos, A. A. A., & Mognon, J. F. (2016) · Psico-USF · doi:10.1590/1413-82712016210109 · Cited by 10 · see citing works
University Student’s Academic Goals When Working in Teams: Questionnaire on Academic Goals in Teamwork, 3 × 2 Model
del Barco, B. L., Mendo-Lázaro, S., del Río, M. I. P., & Gutman, I. R. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02434 · Cited by 9 · see citing works
Frequent small group interactions improve student learning gains in physics: Results from a nationally representative pre-post study of four-year colleges
Rodriguez, M., & Potvin, G. (2021) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.17.020131 · Cited by 9 · see citing works

대학생들의 생활 행태가 학업성취도에 미치는 영향에 대한 연구
권하진, 김시우, 김재완, et al. (2020) · 대한건강과학학회지
Residential Electricity Demand Under Time-of-Day Pricing: Exploratory Data Analysis from the Los Angeles Rate Study
Manning, W. G., & Acton, J. P. (1980) · RAND Corporation eBooks · doi:10.7249/r2426 · Cited by 6 · see citing works
Exploratory Factor Analysis: A Five-Step Guide for Novices
Williams, B. A., Onsman, A., & Brown, T. (2010) · Australasian Journal of Paramedicine · doi:10.33151/ajp.8.3.93 · Cited by 2,967 · see citing works
Combining Parallel and Exploratory Factor Analysis in Identifying Relationship Scales in Secondary Data
Wood, N. D., Gnonhosou, D. C. A., & Bowling, J. W. (2015) · Marriage and Family Review · doi:10.1080/01494929.2015.1059785 · Cited by 115 · see citing works
Exploratory Factor Analysis
Denis, D. J. (2018) · doi:10.1002/9781119465775.ch13 · Cited by 2 · see citing works

Authors: Murayama, K., Elliot, A. J., & Yamagata, S.
Affiliations: Ludwig-Maximilians-Universität München (DE)
University of Rochester (US)
Keio University (JP)
ORCID: Murayama, Kou
Elliot, Andrew J.
Yamagata, Shinji
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 2011-02
Volume: 103
Issue: 1
Pages: 238-256
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/a0021948
OpenAlex: W1976353828
Semantic Scholar: 13c27672cc2ba85ce22854c0f0341ec2634edde2
Cited by: 166
References: 158
Citations by year: 2026: 1 · 2025: 3 · 2024: 7 · 2023: 9 · 2022: 10 · 2021: 12 · 2020: 5 · 2019: 11 · 2018: 9 · 2017: 17 · 2016: 16 · 2015: 11 · 2014: 19 · 2013: 15 · 2012: 16
FWCI: 22.65
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
Funders: Japan Society for the Promotion of Science (19-5497)
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, performance-approach goals, performance-avoidance goals, behavioral genetics, within-person analysis, cross-cultural comparison, age differences

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

Separation of performance-approach and performance-avoidance achievement goals: A broader analysis.

Abstract

Integrity signals

Claims the paper makes

Claims other papers make about this one

Cites

Cited by

Related

Record

About these checks