The DOI matches its Crossref record; 89 of the 89 references it cites were found in a registry or an index.
Rethinking achievement goals: When are they adaptive for college students and why?
Abstract
The types of goals that students adopt in educational settings and the consequences of those goals an 2 important educational outcomes-performance and intrinsic motivation-are discussed. In the case of performance, we briefly review and evaluate a large body of theory and research conducted by other investigators. In particular, we consider the possibility that some commonly accepted conclusions about the effects of achievement goals are premature. In the case of intrinsic motivation, we describe a theoretical model that has guided our own work on this topic and provide some recent experimental results. We believe that this model and our experimental results can contribute to a more comprehensive understanding of goals and optimal motivation. Finally, we return to the college classroom environment and examine the consequences of goals for both performance and intrinsic motivation, offering a broader analysis of success in college courses.
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Cites
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Miller, K. A., Deci, E. L., & Ryan, R. M. (1988) · Contemporary Sociology · doi:10.2307/2070638 · Cited by 15,312
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Armstrong, J. S. (1988) · International Journal of Forecasting · doi:10.1016/0169-2070(88)90126-4 · Cited by 10,485
A social-cognitive approach to motivation and personality.
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Dweck, C. S. (1986) · American Psychologist · doi:10.1037/0003-066x.41.10.1040 · Cited by 6,971
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Cited by
The Role of Goal Orientation in Self-Regulated Learning
Pintrich, P. R. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50043-3 · Cited by 5,173
Approach and avoidance motivation and achievement goals
Elliot, A. J. (1999) · Educational Psychologist · doi:10.1207/s15326985ep3403_3 · Cited by 3,103
Self-citationMultiple goals, multiple pathways: The role of goal orientation in learning and achievement
Pintrich, P. R. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.3.544 · Cited by 2,254
Motivating the Academically Unmotivated: A Critical Issue for the 21st Century
Hidi, S., & Harackiewicz, J. M. (2000) · Review of Educational Research · doi:10.3102/00346543070002151 · Cited by 1,689
Self-citationGoal theory, motivation, and school achievement: an integrative review.
Covington, M. V. (2000) · Annual Review of Psychology · doi:10.1146/annurev.psych.51.1.171 · Cited by 1,316
Metadata
- Authors
- Harackiewicz, J. M., Barron, K. E., & Elliot, A. J.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 1998-01
- Volume
- 33
- Issue
- 1
- Pages
- 1-21
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2001545229
- Cited by
- 771
- References
- 89
- FWCI
- 27.27
- 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.
