Cited by 340Education, Achievement, and GiftednessBehavioral and Psychological StudiesMotivation and Self-Concept in Sports

The DOI matches its Crossref record.

Classroom goal structure and student disruptive behaviour

Kaplan, Avi, Gheen, Margaret, Midgley, Carol·2002·British Journal of Educational Psychology

DOI 10.1348/000709902158847

Open this paper in CoChat — free account

Abstract

Background Achievement goal theory suggests that the emphasis on mastery and performance goals in the classroom (the classroom goal structure) is related to students' patterns of learning and behaviour. This theory can offer a preventative holistic approach for dealing with students' disruptive behaviour. Aims The present study investigates whether the goal structure in the classroom is related to the incidence of disruptive behaviour. Sample and methods A total of 388 ninth-grade students from 60 classrooms in five ethnically diverse high schools responded to surveys asking about the perceived goal structures, their personal achievement goals, and their involvement in disruptive behaviour in their maths classroom. Their maths teachers responded to surveys asking about their goal-related approaches to instruction. Results Using hierarchical linear modelling (HLM), at the student level, being male and having lower achievement was related to reports of disruptive behaviour. In addition, personal mastery goals were related to lower reports of disruptive behaviour and personal performance-approach and performance-avoidance goals were related to higher reports of disruptive behaviour. Disruptive behaviour also varied significantly between classrooms. Aggregated student perceptions of a mastery goal structure were related to a lower incidence, and aggregated student perceptions of a performance-approach goal structure were related to a higher incidence of disruptive behaviour. Conc…

Integrity signals

Registry

Crossref · 10.1348/000709902158847

Cites

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?

Still being checked.

Sorted by citations

Items 101–200 of 339

Effects of classroom goal structures on student emotions at school
Baudoin, N., & Galand, B. (2017) · International Journal of Educational Research · doi:10.1016/j.ijer.2017.08.010 · Cited by 50
When perfectionism is coupled with low achievement: The effects on academic engagement and help seeking in middle school
Shim, S. S., Rubenstein, L. D., & Drapeau, C. W. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2015.12.016 · Cited by 43
Reciprocal associations among teacher–child interactions, teachers' work engagement, and children's social competence
Soininen, V., Pakarinen, E., & Lerkkanen, M. (2023) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2022.101508 · Cited by 68
Will I succeed in middle school? A longitudinal analysis of self-efficacy in school transitions in relation to goal structures and engagement
Madjar, N., & Chohat, R. (2016) · Educational Psychology · doi:10.1080/01443410.2016.1179265 · Cited by 39
Personal and Classroom Achievement Goals: Their Structures and Relationships
Alivernini, F., Manganelli, S., & Lucidi, F. (2016) · Journal of Psychoeducational Assessment · doi:10.1177/0734282916679758 · Cited by 45
Students’ perceptions of mathematics classroom goal structures: implications for perceived task values and study behavior
Skaalvik, E. M., Federici, R. A., Wigfield, A., & Tangen, T. N. (2017) · Social Psychology of Education · doi:10.1007/s11218-017-9382-1 · Cited by 49
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 41
Self-citation
Contextual Determinants of Motivation and Help Seeking in the College Classroom
Zusho, A., Karabenick, S. A., Bonney, C. R., & Sims, B. C. (2007) · Springer eBooks · doi:10.1007/1-4020-5742-3_14 · Cited by 41
Longitudinal analysis of the trajectories of academic and social motivation across the transition from elementary to middle school
Madjar, N., Cohen, V., & Shoval, G. (2017) · Educational Psychology · doi:10.1080/01443410.2017.1341623 · Cited by 45
Perceived Classroom Interaction, Goal Orientation and Their Association with Social and Academic Learning Outcomes
Lerang, M. S., Ertesvåg, S. K., & Havik, T. (2018) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2018.1466358 · Cited by 37
National campaign effects on secondary pupils' bullying and violence
Mooij, T. (2005) · British Journal of Educational Psychology · doi:10.1348/000709904x23727 · Cited by 35
Parental involvement and elementary school students' goals, maladaptive behaviors, and achievement in learning English as a foreign language
He, T., Gou, W. J., & Chang, S.-M. (2015) · Learning and Individual Differences · doi:10.1016/j.lindif.2015.03.011 · Cited by 35
The role of within‐class consensus on mastery goal structures in predicting socio‐emotional outcomes
Bardach, L., Lüftenegger, M., Yanagida, T., Schober, B., & Spiel, C. (2018) · British Journal of Educational Psychology · doi:10.1111/bjep.12237 · Cited by 42
Structure de buts, relations enseignants-élèves et adaptation scolaire des élèves : une analyse multi-niveaux
Galand, B., Philippot, P., & Frenay, M. (2006) · Revue française de pédagogie · doi:10.4000/rfp.225 · Cited by 47
Not stupid, but lazy? Psychological benefits of disruptive classroom behavior from an attributional perspective
Kessels, U., & Heyder, A. (2020) · Social Psychology of Education · doi:10.1007/s11218-020-09550-6 · Cited by 43
Implications of attachment theory for sport and physical activity research: conceptual links with achievement goal and peer-relationship models
Carr, S. (2009) · International Review of Sport and Exercise Psychology · doi:10.1080/17509840902759173 · Cited by 34
Positive Classroom Management: Effects of Disruption Management Climate on Behaviour and Satisfaction with Teacher // Clima positivo de gestión del aula: efectos del clima de gestión de la disrupción en el comportamiento y en la satisfacción con el profesorado
Rueda, C. S., & Alonso‐Tapia, J. (2015) · Revista de Psicodidáctica · doi:10.1387/revpsicodidact.13202 · Cited by 43
Reliability Generalization of the Patterns of Adaptive Learning Survey Goal Orientation Scales
Ross, M. E., Blackburn, M. A., & Forbes, S. A. (2005) · Educational and Psychological Measurement · doi:10.1177/0013164404272496 · Cited by 41
The effects of achievement goals and perceived reading instruction on Chinese student reading performance: Evidence from PISA 2018
Qian, Q., & Lau, K. (2022) · Journal of Research in Reading · doi:10.1111/1467-9817.12388 · Cited by 34
Teacher performance goal practices and elementary students' behavioral engagement: A developmental perspective
Hughes, J. N., Wu, W., & West, S. G. (2010) · Journal of School Psychology · doi:10.1016/j.jsp.2010.09.003 · Cited by 38
Understanding Positive Attitudes toward Helping Peers: The Role of Mastery Goals and Academic Self-Efficacy
Poortvliet, P. M., & Darnon, C. (2013) · Self and Identity · doi:10.1080/15298868.2013.832363 · Cited by 38
High School Students’ Motivation to Learn Mathematics: The Role of Multiple Goals
Ng, C. (2016) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-016-9780-4 · Cited by 31
Burned-Out Classroom Climate, Intrinsic Motivation, and Academic Engagement: Exploring Unresolved Issues in the Job Demand-Resource Model
Cho, S., Lee, M., & Lee, S. M. (2022) · Psychological Reports · doi:10.1177/00332941211054776 · Cited by 40
Personal best ( PB ) goal structure, individual PB goals, engagement, and achievement: A study of C hinese‐ and E nglish‐speaking background students in A ustralian schools
Martin, A. J., Collie, R. J., Mok, M. M. C., & McInerney, D. M. (2015) · British Journal of Educational Psychology · doi:10.1111/bjep.12092 · Cited by 36
Mastery goal, value and self-concept: what do they predict?
Yeung, A. S., Craven, R. G., & Kaur, G. (2012) · Educational Research · doi:10.1080/00131881.2012.734728 · Cited by 38
Longitudinal relations of classroom goal structures to students’ motivation and learning outcomes in health education.
Won, S., Anderman, E. M., & Zimmerman, R. S. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000399 · Cited by 34
Psychological Well-Being in a Connected World: The Impact of Cybervictimization in Children’s and Young People’s Life in France
Audrin, C., & Blaya, C. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01427 · Cited by 30
Motivación, comportamiento de los alumnos y rendimiento académico
Gutiérrez, M., & López, E. (2012) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1174/021037012798977421 · Cited by 33
Challenges Facing Teachers’ Attempts to Enhance Learners’ Discipline in Tanzania’s Secondary Schools
Semali, L. M., & Vumilia, P. L. (2016) · World Journal of Education · doi:10.5430/wje.v6n1p50 · Cited by 30
Investigation of EFL Student Teachers’ Emotional Responses to Affective Situations during Practicum
Alhebaishi, S. M. (2019) · European Journal of Educational Research · doi:10.12973/eu-jer.8.4.1201 · Cited by 28
Professional training improves early education teachers’ knowledge, skills, motivation, and self-efficacy
Duraku, Z. H., Blakaj, V., Likaj, E. S., Boci, L., & Shtylla, H. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.980254 · Cited by 28
Conditional effects of mastery goal structure on changes in students' motivational beliefs: Need for cognition matters
Gray, D. L., Chang, Y., & Anderman, E. M. (2015) · Learning and Individual Differences · doi:10.1016/j.lindif.2015.03.025 · Cited by 28
Student-teacher agreement on classroom goal structures and potential predictors
Bardach, L., Khajavy, G. H., Hamedi, S. M., Schober, B., & Lüftenegger, M. (2018) · Teaching and Teacher Education · doi:10.1016/j.tate.2018.05.010 · Cited by 31
Perceived classroom goal structures as predictors of students’ personal goals
Fokkens-Bruinsma, M., van Rooij, E., & Canrinus, E. T. (2020) · Teachers and Teaching · doi:10.1080/13540602.2020.1740195 · Cited by 31
Social loafing in group-based learning: student-created and instructor-created group perspectives
Rajaguru, R., Narendran, R., & Rajesh, G. (2020) · Education + Training · doi:10.1108/et-01-2019-0018 · Cited by 27
The effects of classroom goal structures on the creativity of junior high school students
Peng, S.-L., Cherng, B. L., & Chen, H. (2013) · Educational Psychology · doi:10.1080/01443410.2013.812616 · Cited by 27
Promoting Positive Achievement in the Middle School: A Look at Teachers’ Motivational Knowledge, Beliefs, and Teaching Practices
Haselhuhn, C. W., Al‐Mabuk, R. H., Gabriele, A. J., Groen, M., & Galloway, S. (2007) · RMLE Online · doi:10.1080/19404476.2007.11462042 · Cited by 28
An investigation of gender and age differences in academic motivation and classroom behaviour in adolescents
Bugler, M., McGeown, S. P., & Clair‐Thompson, H. S. (2015) · Educational Psychology · doi:10.1080/01443410.2015.1035697 · Cited by 27
PERSON AND CONTEXT: THEORETICAL AND PRACTICAL CONCERNS IN ACHIEVEMENT GOAL THEORY
Linnenbrink, E. A. (2004) · Advances in motivation and achievement · doi:10.1016/s0749-7423(03)13006-3 · Cited by 28
The Influence of Approach and Avoidance Goals on Conceptual Change
Johnson, M. L., & Sinatra, G. M. (2014) · The Journal of Educational Research · doi:10.1080/00220671.2013.807492 · Cited by 27
Designing instruction and learning for cognitively gifted pupils in preschool and primary school
Mooij, T. (2012) · International Journal of Inclusive Education · doi:10.1080/13603116.2012.696727 · Cited by 26
Effects of achievement goals on self-control
Lee, M., Bong, M., & Kim, S. (2021) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2021.102000 · Cited by 31
Coping Styles with Student Misbehavior as Mediators of Teachers’ Classroom Management Strategies
Tran, V. D. (2015) · International Journal of Higher Education · doi:10.5430/ijhe.v5n1p1 · Cited by 26
School engagement, school climate and youth externalizing behaviors: direct and indirect effects of parenting practices
da Fonseca, I. B., Santos, G., & dos Santos, M. A. (2023) · Current Psychology · doi:10.1007/s12144-023-04567-4 · Cited by 25
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
The mediating role of perceived peer motivational climate between classroom mastery goal structure and social goal orientations
Madjar, N., North, E. A., & Karakus, M. (2019) · Learning and Individual Differences · doi:10.1016/j.lindif.2019.05.009 · Cited by 25
Violencia Escolar y Rendimiento Académico (VERA): aplicación de realidad aumentada
Fuentes, M. D. C. P., Bermejo, J. A. Á., Molero, M. D. M., Linares, J. J. G., & Vicente, M. A. L. (2015) · European Journal of Investigation in Health Psychology and Education · doi:10.30552/ejihpe.v1i2.19 · Cited by 25
Academic competence and achievement goals: Self-pressure and disruptive behaviors as mediators
Duchesne, S., & Larose, S. (2018) · Learning and Individual Differences · doi:10.1016/j.lindif.2018.09.008 · Cited by 33
Probing the effects of perceived teacher goals and achievement-goal orientations on students’ self-efficacy, cognitive and metacognitive strategies in writing: A person-centered approach
Stavropoulou, G., Stamovlasis, D., & Gonida, E. Ν. (2023) · Learning and Motivation · doi:10.1016/j.lmot.2023.101888 · Cited by 26
Achievement Goals and Their Relations to Children’s Disruptive Behaviors in an After-School Physical Activity Program
Ağbuğa, B., Xiang, P., & McBride, R. E. (2010) · Journal of Teaching in Physical Education · doi:10.1123/jtpe.29.3.278 · Cited by 24
Perceived teacher factors in relation to students’ achievement-related outcomes in science classrooms in elementary school
SAKİZ, G. (2015) · European Journal of Science and Mathematics Education · doi:10.30935/scimath/9426 · Cited by 24
Efecto de las metas de logro y las estructuras de metas de clase 3x2 en la motivación autodeterminada: un análisis multinivel en educación secundaria
Mendez‐Giménez, A., Estrada, J. A. C., Méndez-Alonso, D., Saborit, J., & Fernández‐Río, J. (2017) · Anales de Psicología · doi:10.6018/analesps.34.1.262131 · Cited by 34
Achievement in large-scale national numeracy assessment: An ecological study of motivation and student, home, and school predictors.
Martin, A. J., & Lazendic, G. (2018) · Journal of Educational Psychology · doi:10.1037/edu0000231 · Cited by 25
When Mastery Goals Meet Mastery Learning: Administrator, Teacher, and Student Perceptions
Emery, A. A., Sanders, M., Anderman, L. H., & Yu, S. L. (2017) · The Journal of Experimental Education · doi:10.1080/00220973.2017.1341863 · Cited by 28
Contextual learning theory: Concrete form and a software prototype to improve early education
Mooij, T. (2005) · Computers & Education · doi:10.1016/j.compedu.2005.01.002 · Cited by 22
Students’ and teachers’ perceptions of goal structures – Will they ever converge? Exploring changes in student-teacher agreement and reciprocal relations to self-concept and achievement
Bardach, L., Yanagida, T., Schober, B., & Lüftenegger, M. (2019) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2019.101799 · Cited by 25
Do family and peer academic social supports predict academic motivations and achievement of first-year college students?
Marley, S. C., & Wilcox, M. J. (2021) · Journal of Applied Research in Higher Education · doi:10.1108/jarhe-06-2020-0158 · Cited by 35
Teacher-Reported Goal Structures: Assessing Factor Structure and Invariance
Wolters, C. A., Fan, W., & Daugherty, S. G. (2010) · The Journal of Experimental Education · doi:10.1080/00220970903292934 · Cited by 21
An exploration of EFL learners' perceptions of classroom activities and their achievement goal orientations
Ghanizadeh, A., & Jahedizadeh, S. (2015) · International Journal of Research Studies in Education · doi:10.5861/ijrse.2015.1032 · Cited by 23
Creating identity-safe schools and classrooms
Hernández, L., & Darling‐Hammond, L. (2022) · doi:10.54300/165.102 · Cited by 30
Using the Expectancy-Value Theory of Motivation to Predict Behavioral and Emotional Risk Among High School Students
Dever, B. V. (2016) · School Psychology Review · doi:10.17105/spr45-4.417-433 · Cited by 23
A situated perspective on self-regulated learning from a person-by-context perspective
Ben‐Eliyahu, A. (2019) · High Ability Studies · doi:10.1080/13598139.2019.1568828 · Cited by 22
Do achievement goals mediate the relationship between classroom goal structures and student emotions at school?
Baudoin, N., & Galand, B. (2020) · International Journal of School & Educational Psychology · doi:10.1080/21683603.2020.1813227 · Cited by 24
Achievement Goal Systems: An Application of Goal Systems Theory to Achievement Goal Research
Bodmann, S. M., Hulleman, C. S., & Harackiewicz, J. M. (2008) · Cairn.info · Cited by 19
Four-dimensional classroom goal structure model: Validation and investigation of its effect on students' adoption of personal achievement goals and approach/avoidance behaviors
Peng, S.-L., Cherng, B.-L., Lin, Y.-Y., & Kuo, C. (2017) · Learning and Individual Differences · doi:10.1016/j.lindif.2017.12.004 · Cited by 19
Gender differences in academic achievement: A matter of contextual classroom influence?
Gustavsen, A. M. (2018) · International Journal of Research Studies in Education · doi:10.5861/ijrse.2018.2013 · Cited by 19
Achievement or agreement – Which comes first? Clarifying the temporal ordering of achievement and within-class consensus on classroom goal structures
Bardach, L., Lüftenegger, M., Yanagida, T., Spiel, C., & Schober, B. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.01.003 · Cited by 21
Team Achievement Goals and Sports Team Performance
van Mierlo, H., & van Hooft, E. A. J. (2020) · Small Group Research · doi:10.1177/1046496420913119 · Cited by 23
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
Student-teacher relationship and classroom goal structure profiles: Promoting achievement and preventing externalizing and internalizing behaviors
Gallo, A., Olivier, É., Archambault, I., & Morin, A. J. S. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101684 · Cited by 23
Perceived school climate and school grades in secondary school students: The mediating effect of self-determined motivation
Verner‐Filion, J., Véronneau, M., Vaillancourt, M.-C., & Mathys, C. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102202 · Cited by 28
In the eye of the beholder: Do adult students’ achievement goal orientation profiles predict their perceptions of instruction and studying?
Pulkka, A., & Niemivirta, M. (2013) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2013.06.002 · Cited by 19
Prevención de la disrupción en el aula: papel del clima motivacional de clase y de las estrategias de afrontamiento
Rueda, C. S., Gómez, P., & Alonso‐Tapia, J. (2013) · Culture and Education · doi:10.1174/113564013806309037 · Cited by 19
Reading Achievement, Mastery, and Performance Goal Structures Among Students With Learning Disabilities
Sideridis, G. D., Stamovlasis, D., & Antoniou, F. (2015) · Journal of Learning Disabilities · doi:10.1177/0022219415576524 · Cited by 23
The relationship between motivation, perceived Motivational Climate, Task and Ego Orientation, and Perceived Coach Autonomy in young ice hockey players
Jakobsen, A. M. (2021) · Baltic Journal of Health and Physical Activity · doi:10.29359/bjhpa.13.2.08 · Cited by 19
A Multilevel Analysis of Classroom Goal Structures’ Effects on Intrinsic Motivation and Peer Modeling: Teachers’ Promoting Interaction as a Classroom Level Mediator
Ohtani, K., Okada, R., Ito, T., & Nakaya, M. (2013) · Psychology · doi:10.4236/psych.2013.48090 · Cited by 18
Bienestar Psicológico y Prácticas Docentes con Efectos Motivacionales Orientadas al Aprendizaje
Leal-Soto, F., Dávila, J., & Valdivia, Y. (2014) · Universitas Psychologica · doi:10.11144/javeriana.upsy13-3.bppd · Cited by 21
An exploration of Turkish teachers’ attributions to barriers faced within learner-centred teaching
Soysal, Y., & Radmard, S. (2016) · Educational Studies · doi:10.1080/03055698.2016.1248903 · Cited by 23
Temperamental Differences and Classroom Incivility: Exploring the Role of Individual Differences
Spadafora, N., Farrell, A. H., Provenzano, D. A., Marini, Z. A., & Volk, A. A. (2016) · Canadian Journal of School Psychology · doi:10.1177/0829573516648946 · Cited by 16
How Many Classes and Students Should Ideally be Sampled When Assessing the Role of Classroom Climate via Student Ratings on a Limited Budget? An Optimal Design Perspective
Zitzmann, S., Wagner, W., Hecht, M., Helm, C., Fischer, C., Bardach, L., & Göllner, R. (2021) · Educational Psychology Review · doi:10.1007/s10648-021-09635-4 · Cited by 21
Un modelo para el análisis del clima motivacional de clase: validez transcultural e implicaciones educativas
Alonso‐Tapia, J., & Heredia, B. D. L. L. F. (2009) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1174/021037009789610368 · Cited by 21
How do classroom goal structures matter? The impact on grammar achievement, perceived autonomy support, flow, and affect
Gertsakis, N., Kroustallaki, D., & Sideridis, G. D. (2020) · International Journal of School & Educational Psychology · doi:10.1080/21683603.2019.1694111 · Cited by 18
How Administrators Build Schools as Inclusive Communities
Specht, J., & Young, G. D. (2010) · BRILL eBooks · doi:10.1163/9789460911378_007 · Cited by 15
Early school suspensions for children with adverse childhood experiences (ACEs)
Bell, M. F., Glauert, R. A., Ohan, J. L., Preen, D. B., & Bayliss, D. M. (2021) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2021.101300 · Cited by 14
The relationship between critical thinking abilities and classroom management skills of high school teachers
Seyithan, D. (2015) · Educational Research and Reviews · doi:10.5897/err2015.2173 · Cited by 14
Predicting Science Engagement with Motivation and Teacher Characteristics: a Multilevel Investigation
KIRAN, D., Sungur, S., & Yerdelen, S. (2018) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-018-9882-2 · Cited by 17
Qualitative insights into the relationship between socioeconomic status and students’ academic achievement goals
Berger, N., & Archer, J. (2018) · Social Psychology of Education · doi:10.1007/s11218-018-9442-1 · Cited by 22
Profils de buts d’apprentissage et caractéristiques personnelles des élèves au début du secondaire.
Poulin, R., Duchesne, S., & Ratelle, C. F. (2010) · Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement · doi:10.1037/a0016544 · Cited by 16
Investigating Fifth-Grade Students’ Construction of Mathematical Knowledge through Classroom Discussion
Setianingsih, R., Sa’dijah, C., As’ari, A. R., & Muksar, M. (2017) · International Electronic Journal of Mathematics Education · doi:10.29333/iejme/619 · Cited by 14
The level of moral competences of pre-service PE teachers – a reason to worry?
Bronikowska, M., & Korcz, A. (2019) · Biomedical Human Kinetics · doi:10.2478/bhk-2019-0003 · Cited by 14
Fostering Self-Regulated Learning: An Introduction
Springer (2013) · Journal of Cognitive Education and Psychology · doi:10.1891/1945-8959.12.2.127 · Cited by 17
Stability and Change in Social Goals as Related to Goal Structures and Engagement in School
Madjar, N. (2016) · The Journal of Experimental Education · doi:10.1080/00220973.2016.1148658 · Cited by 17
Rendimiento académico y conductas antisociales y delictivas en alumnos de Educación Secundaria Obligatoria
Fuentes, M. D. C. P., Linares, J. J. G., Botella, I. M., Jurado, M. D. M. M., & Rubira, M. D. M. G. (2011) · Revista internacional de psicología y terapia psicológica/Revista internacional de psicología y terapia psicológica · Cited by 13
Achievement goals and classroom goal structures: Do they need to match?
Hofverberg, A., & Winberg, M. (2020) · The Journal of Educational Research · doi:10.1080/00220671.2020.1759495 · Cited by 15
Longitudinal Associations Between Parental SES and Adolescent Health-Related Quality of Life Using Growth Curve Modeling
Kim, K. W., Wallander, J., Depaoli, S., Elliott, M., & Schuster, M. (2021) · Journal of Child and Family Studies · doi:10.1007/s10826-021-01970-y · Cited by 8
Do sports help students stay away from misbehavior, suspension, or dropout?
Chang, M., Bang, H., Kim, S., & Nam‐Speers, J. (2021) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2021.101066 · Cited by 13
Factor structure and predictive utility of the 2×2 achievement goal model in a sample of Taiwan students
Chiang, Y.-T., Yeh, Y., Lin, S. S. J., & Hwang, F. (2011) · Learning and Individual Differences · doi:10.1016/j.lindif.2011.02.011 · Cited by 13
Individuelle Zielorientierung und wahrgenommene Klassenzielstruktur im Grundschulalter
Finsterwald, M., Ziegler, A., & Dresel, M. (2009) · Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie · doi:10.1026/0049-8637.41.3.143 · Cited by 16
Changes in achievement values from primary to lower secondary school among students with and without externalizing problems
Metsäpelto, R., Taskinen, P. H., Kracke, B., Šilinskas, G., Lerkkanen, M., Poikkeus, A., & Nurmi, J. (2017) · Learning and Individual Differences · doi:10.1016/j.lindif.2017.08.002 · Cited by 13
Prévenir le harcèlement via les pratiques de classe? Une étude multiniveaux.
Galand, B., Hospel, V., & Baudoin, N. (2014) · Digital Access to Libraries · Cited by 12

Authors: Kaplan, A., Gheen, M., & Midgley, C.
Affiliations: Ben-Gurion University of the Negev (IL)
University of Michigan (US)
Corresponding author: Kaplan, Avi
ORCID: Kaplan, Avi
Venue: British Journal of Educational Psychology
Publisher: Wiley
Published: 2002-06
Volume: 72
Issue: 2
Pages: 191-211
ISSN: 0007-0998 (ISSN-L)
2044-8279
DOI: 10.1348/000709902158847
OpenAlex: W2033645599
Cited by: 340
References: 0
Citations by year: 2026: 2 · 2025: 9 · 2024: 7 · 2023: 12 · 2022: 17 · 2021: 14 · 2020: 13 · 2019: 11 · 2018: 24 · 2017: 14 · 2016: 22 · 2015: 27 · 2014: 15 · 2013: 27 · 2012: 25
FWCI: 12.41
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor, 3120 d)
Locations: British Journal of Educational Psychology (publishedVersion)
PubMed (publishedVersion)
Funders: William T. Grant Foundation
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Keywords: achievement goal theory, classroom goal structure, mastery goals, performance-approach goals, performance-avoidance goals, ninth grade students, mathematics classroom, gender differences, academic performance
MeSH terms: Adolescent, Educational Status, Female, Goals, Humans, Internal-External Control, Male, Motivation, Students, Attention Deficit and Disruptive Behavior Disorders

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

Classroom goal structure and student disruptive behaviour

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks