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Journal articles on the topic 'Goal (Psychology) Achievement motivation'

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Published: 4 June 2021

Last updated: 14 February 2022

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1

Barron, Kenneth E., and Judith M. Harackiewicz. "Achievement goals and optimal motivation: Testing multiple goal models." Journal of Personality and Social Psychology 80, no. 5 (2001): 706–22. http://dx.doi.org/10.1037/0022-3514.80.5.706.

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2

Noordzij, Gera, Lisenne Giel, and Heleen van Mierlo. "A meta-analysis of induced achievement goals: the moderating effects of goal standard and goal framing." Social Psychology of Education 24, no. 1 (2021): 195–245. http://dx.doi.org/10.1007/s11218-021-09606-1.

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AbstractIn this paper, we present a meta-analysis of the motivational and performance effects of experimentally induced achievement goals and the moderating effects of goal standard and goal framing; comprising 90 studies which provided 235 effect sizes (11,247 participants). The findings show that, relative to performance-approach and performance-avoidance goals and no-goals, induced mastery-approach goals enhanced performance, but not motivation. With regards to the goal standard used in the inducement, mastery-approach goals related to better performance than performance-approach goals, whe

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Ben-Ari, Rachel, and Liat Eliassy. "THE DIFFERENTIAL EFFECTS OF THE LEARNING ENVIRONMENT ON STUDENT ACHIEVEMENT MOTIVATION: A COMPARISON BETWEEN FRONTAL AND COMPLEX INSTRUCTION STRATEGIES." Social Behavior and Personality: an international journal 31, no. 2 (2003): 143–65. http://dx.doi.org/10.2224/sbp.2003.31.2.143.

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Based on the postulates of “achievement goal theory,” the present study compared the effectiveness of two instructional strategies, frontal instruction (FIS) and complex instruction (CIS), in promoting mastery goal orientation and adaptive motivational patterns. Three motivational variables, namely, the perception of the classroom goal structure, personal goal orientation, and achievement motivation patterns, were assessed by means of three separate questionnaires administered to 267 sixth-grade students from 5 CIS and 5 FIS classes. Overall, the results supported predictions that the two stra

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4

Meece, Judith L., Eric M. Anderman, and Lynley H. Anderman. "Classroom Goal Structure, Student Motivation, and Academic Achievement." Annual Review of Psychology 57, no. 1 (2006): 487–503. http://dx.doi.org/10.1146/annurev.psych.56.091103.070258.

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Goudas, Marios, Kalliopi Minardou, and Ioannis Kotis. "Feedback regarding Goal Achievement and Intrinsic Motivation." Perceptual and Motor Skills 90, no. 3 (2000): 810–12. http://dx.doi.org/10.2466/pms.2000.90.3.810.

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Levontin, Liat, and Anat Bardi. "Pro-Social Goals in Achievement Situations: Amity Goal Orientation Enhances the Positive Effects of Mastery Goal Orientation." Personality and Social Psychology Bulletin 44, no. 8 (2018): 1258–69. http://dx.doi.org/10.1177/0146167218765745.

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Research has neglected the utility of pro-social goals within achievement situations. In this article, four studies demonstrate that amity goal orientation, promoting mutual success of oneself together with others, enhances the utility of mastery goal orientation. We demonstrate this in longitudinally predicting performance (Studies 1 and 2) and in maintaining motivation after a disappointing performance (Studies 3 and 4). The studies demonstrate the same interaction effect in academic and in work achievement contexts. Specifically, whereas amity goal orientation did not predict achievement on

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Covington, Martin V. "Goal Theory, Motivation, and School Achievement: An Integrative Review." Annual Review of Psychology 51, no. 1 (2000): 171–200. http://dx.doi.org/10.1146/annurev.psych.51.1.171.

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Wang, C. K. John, W. C. Liu, Yanlin Sun, B. S. Coral Lim, and Nikos L. D. Chatzisarantis. "Chinese students’ motivation in physical activity: Goal profile analysis using Nicholl's achievement goal theory." International Journal of Sport and Exercise Psychology 8, no. 3 (2010): 284–301. http://dx.doi.org/10.1080/1612197x.2010.9671954.

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Milojevic, Milica, Snezana Stojiljkovic, Jelisaveta Todorovic, and Kristina Kasic. "Achievement goals and perfectionism of high school students." Psihologija 42, no. 4 (2009): 517–34. http://dx.doi.org/10.2298/psi0904517m.

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This research has been investigating one of the most contemporary approaches of achievement motivation - Achievement Goal Theory, which uses the construct of achievement goals. The construct of achievement goals involves three types of achievement goals: mastery goals, performance approach goals and performance avoidance goals. The main goal of the research was to examine correlation between perfectionism and its aspects with particular types of achievement goals. Also, the goal was to investigate the difference concerning gender regarding the achievement goals. The sample consisted of 200 sen

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Cai, Elaine Yu Ling, and Gregory Arief D. Liem. "‘Why do I study and what do I want to achieve by studying?’ Understanding the reasons and the aims of student engagement." School Psychology International 38, no. 2 (2017): 131–48. http://dx.doi.org/10.1177/0143034316686399.

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This study seeks to understand the ‘what’ and the ‘why’ of student engagement by investigating the ‘aims’ that students pursue through engagement (i.e., their achievement goals) and the ‘reasons’ driving such engagement (i.e., their motivation). Self-report instruments measuring students’ motivational reasons, achievement goals, and engagement in the context of their mathematics classes were administered to a sample of 491 Singapore elementary students (54% girls; Mage = 11 years). Mediational path analysis showed that achievement goals, collectively, played a significant mediating role in alm

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11

Li, Chiung-Huang, Likang Chi, Suh-Ruu Yeh, Kwei-Bin Guo, Cheng-Tsung Ou, and Chun-Chieh Kao. "Prediction of Intrinsic Motivation and Sports Performance Using 2×2 Achievement Goal Framework." Psychological Reports 108, no. 2 (2011): 625–37. http://dx.doi.org/10.2466/05.11.14.pr0.108.2.625-637.

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The purpose of this study was to examine the influence of 2×2 achievement goals on intrinsic motivation and performance in handball. Participants were 164 high school athletes. All completed the 2×2 Achievement Goals Questionnaire for Sport and the Intrinsic Motivation subscale of the Sport Motivation Scale; the coach for each team rated his athletes' overall sports performance. Using simultaneous-regression analyses, mastery-approach goals positively predicted both intrinsic motivation and performance in sports, whereas performance-avoidance goals negatively predicted sports performance. Thes

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12

HEIDEMEIER, HEIKE, and URSULA M. STAUDINGER. "Age differences in achievement goals and motivational characteristics of work in an ageing workforce." Ageing and Society 35, no. 4 (2014): 809–36. http://dx.doi.org/10.1017/s0144686x13001098.

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ABSTRACTThis study reviews theory and results from developmental psychology to examine age differences in workplace achievement goals. We investigated whether goal level decreases with age and, by comparing the relative strength of different goals within individuals, we examined whether dominant achievement goals are related to age. In a large sample of employees (N=747), older workers' higher affective commitment and intrinsic motivation compensated for age-related decline in the importance of achievement goals. Whether learning-approach and learning-avoidance were dominant goals was not rela

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13

Elliot, Andrew J., and Judith M. Harackiewicz. "Goal setting, achievement orientation, and intrinsic motivation: A mediational analysis." Journal of Personality and Social Psychology 66, no. 5 (1994): 968–80. http://dx.doi.org/10.1037/0022-3514.66.5.968.

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14

Harackiewicz, Judith M., and Andrew J. Elliot. "Achievement goals and intrinsic motivation." Journal of Personality and Social Psychology 65, no. 5 (1993): 904–15. http://dx.doi.org/10.1037/0022-3514.65.5.904.

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Cury, François, Andrew J. Elliot, David Da Fonseca, and Arlen C. Moller. "The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework." Journal of Personality and Social Psychology 90, no. 4 (2006): 666–79. http://dx.doi.org/10.1037/0022-3514.90.4.666.

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Magson, Natasha R., Gawaian H. Bodkin-Andrews, Rhonda G. Craven, Genevieve F. Nelson, and Alexander Seeshing Yeung. "Questioning New Directions in Understanding Student Motivation: An Investigation Into the Domain Specificity of Motivational Goals." Australian Educational and Developmental Psychologist 30, no. 2 (2013): 171–90. http://dx.doi.org/10.1017/edp.2013.11.

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Most past models of student motivation have assumed that student motivation generalises across various achievement situations and curriculum domains; however, research has not fully explored the extent to which motivation may be domain-specific (Green, Martin, & Marsh, 2007; Martin, 2008). The purpose of the present investigation was to explore this issue by comparing and contrasting generalised models of motivation with domain-specific models and how they relate to achievement outcomes in mathematics and English. Secondary students (N = 476) completed both the domain-general (ISM, McInern

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17

Zhao, Haifeng, and Sibin Wu. "The Power of Motivation–Goal Fit in Predicting Entrepreneurial Persistence." Social Behavior and Personality: an international journal 42, no. 8 (2014): 1345–52. http://dx.doi.org/10.2224/sbp.2014.42.8.1345.

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We employed a longitudinal approach and surveyed a sample of 90 nascent entrepreneurs to test our hypothesis that because entrepreneurs differ in both motivation and organizational goals, it is the fit between organizational goals and need for achievement that is a more powerful predictor of entrepreneurial persistence than is the combined effect of the 2. Our results support our hypothesis. Our findings contribute to both research on entrepreneurship and the theory of attraction–selection–attrition.

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Núñez, Juan L., José Martín-Albo, Alberto Paredes, Oliver Rodríguez, and Noemí Chipana. "The mediating role of perceived competence: testing a motivational sequence in university students." Universitas Psychologica 10, no. 3 (2010): 669–80. http://dx.doi.org/10.11144/javeriana.upsy10-3.mrpc.

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In order to test the mediating role of perceived competence between each goal orientation (i.e. task and ego orientations) and intrinsic motivation in a motivational sequence in the context of university education, two models based on the cognitive evaluation theory and the achievement goal theory were tested with 276 Bolivian undergraduate students (138 males, 138 females), who completed Spanish versions of instruments designed to assess motivation, perceived competence, and positive emotions and interest. Two models were found with structural equation modeling techniques, one for ego orienta

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Inglés, Cándido J., María C. Martínez-Monteagudo, José M. García-Fernández, et al. "Perfiles motivacionales en estudiantes españoles de Ecuación Secundaria Obligatoria: Análisis diferencial en autoatribuciones académicas." Anales de Psicología 31, no. 2 (2015): 579. http://dx.doi.org/10.6018/analesps.31.2.173281.

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Academic goals and academic self-attributions are relevant variables in school settings. The objective of this study is to identify whether there are combinations of multiple goals that lead to different motivational profiles and to determine whether there are significant differences between the groups obtained regarding causal attributions of success and failure (ability, effort, or external causes) in Mathematics and Language and Literature, and in overall academic performance. The <em>Goal Achievement Tendencies Questionnaire </em>(AGTQ) and the <em>Sydney Attribution Scal

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Steinmayr, Ricarda, and Birgit Spinath. "Sex differences in school achievement: what are the roles of personality and achievement motivation?" European Journal of Personality 22, no. 3 (2008): 185–209. http://dx.doi.org/10.1002/per.676.

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It is consistently reported that despite equal cognitive ability, girls outperform boys in school. In several methodological steps, the present study examined sex differences in school achievement and some of the most important personality and motivational constructs in a sample of 204 females and 138 adolescent males (mean age M = 16.94 years; SD = 0.71). Grades in Math and German as well as grade point average (GPA) served as achievement criteria. Intelligence, the Big Five of personality and motivational variables (achievement motives, goal orientation, task values and ability self‐concepts

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21

Peer, Kimberly S. "Achievement Goal Orientation for Athletic Training Education: Preparing for Lifelong Learning." Athletic Training Education Journal 2, no. 1 (2007): 4–9. http://dx.doi.org/10.4085/1947-380x-2.1.4.

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Objective: This review of literature presents the theoretical framework of goal orientation and student achievement from a pedagogical perspective while providing practical applications and implications for integrating goal orientation into athletic training education programs. Data Sources: Selected literature derived from EBSCO, Education Abstracts, CINAHL, PsychInfo and ERIC databases from 1980 to 2005 was reviewed. Key words for the search included achievement goal orientation, achievement motivation, and student engagement. Data Synthesis: Literature from educational psychology and pedago

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22

Bae, Christine L., and Morgan DeBusk-Lane. "Motivation belief profiles in science: Links to classroom goal structures and achievement." Learning and Individual Differences 67 (October 2018): 91–104. http://dx.doi.org/10.1016/j.lindif.2018.08.003.

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23

Alonso-Tapia, Jesús, Juan A. Huertas, and Miguel A. Ruiz. "On the Nature of Motivational Orientations: Implications of Assessed Goals and Gender Differences for Motivational Goal Theory." Spanish journal of psychology 13, no. 1 (2010): 232–43. http://dx.doi.org/10.1017/s1138741600003814.

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In a historical revision of the achievement goal construct, Elliot (2005) recognized that there is little consensus on whether the term “goal” in “achievement goal orientations” (GO) is best represented as an “aim”, as an overarching orientation encompassing several “aims”, or as a combination of aims and other processes -self-regulation, etc.-. Elliot pointed also that goal theory research provides evidence for different models of GO. As there were no consensus on these issues, we decided to get evidence about the nature and structure of GO, about the role of gender differences in the configu

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Mehrollahi, Tahereh, Mariani Md Nor2, and Mahmoud Danaee. "IMPLICIT THEORIES OF INTELLIGENCE: THE IMPACT OF INCREMENTAL MINDSET INTERVENTION ON STUDENT'S ACHIEVEMENT GOALS." International Journal of Education, Psychology and Counseling 5, no. 37 (2020): 364–78. http://dx.doi.org/10.35631//ijepc.5370029.

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The achievement goal approach has led to educational and social- psychology as a foundation of practical education in schools. The implicit theory of intelligence, which is one of the leading models in motivation, is deep-rooted in goal theory. This theory suggests the student's belief system is divided into an entity and incremental mindset, which links each with a specific goal orientation: learning, performance, learning avoidance, and performance-avoidance. Therefore, the implicit theory of intelligence is considered an antecedent of achievement goals, which means that by changing the stud

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25

HAZAN, BELIZ, WEI ZHANG, ECEM OLCUM, et al. "GAMIFICATION OF AN UNDERGRADUATE PSYCHOLOGY STATISTICS LAB: BENEFITS TO PERCEIVED COMPETENCE." STATISTICS EDUCATION RESEARCH JOURNAL 17, no. 2 (2018): 255–65. http://dx.doi.org/10.52041/serj.v17i2.169.

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Teaching undergraduate psychology statistics poses challenges to instructors and students due to the perceived complexity of the material and lack of student motivation. With the goal of boosting student competency and engagement in statistics, our study introduced a gamified learning environment into the laboratory portion of the undergraduate psychology statistics course in which the gamified learning group was compared to the traditional group. Changes in intrinsic motivation, perceived competence, and objective pre- and post-test course content were assessed. Objective posttest scores were

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Estrapala, Sara, and Deborah K. Reed. "Goal-Setting Instruction: A Step-by-Step Guide for High School Students." Intervention in School and Clinic 55, no. 5 (2019): 286–93. http://dx.doi.org/10.1177/1053451219881717.

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Teaching self-determination skills to students with disabilities can improve both behavior and academic achievement while having a lasting impact on life outcomes. Specifically, goal setting is a highly useful and transferrable life skill that can enhance motivation, increase access to curriculum, and promote independence while improving academics and behavior. Unfortunately, students with disabilities are often not provided with adequate instruction to learn and practice goal-setting skills in school. To that end, this article presents a step-by-step guide for teachers to explicitly teach hig

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Chia Liu, Woon, C. K. John Wang, Oon Seng Tan, Jessie Ee, and Caroline Koh. "Understanding students' motivation in project work: A 2×2 achievement goal approach." British Journal of Educational Psychology 79, no. 1 (2009): 87–106. http://dx.doi.org/10.1348/000709908x313767.

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Bal, M., and Imants Barušs. "Perceived Parental Attachment and Achievement Motivation." Psychological Reports 109, no. 3 (2011): 940–48. http://dx.doi.org/10.2466/09.10.21.pr0.109.6.940-948.

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A significant amount of research in attachment theory has been devoted to factors affecting academic achievement, but less attention has been given to the role of attachment in the relation between academic achievement and achievement motivation. The current preliminary study examined the role of perceived parental attachment in achievement motivation. Self-report data obtained from the Parental Attachment Questionnaire, Achievement Goals Questionnaire, and the Performance Failure Appraisal Inventory were collected from 50 university students with a mean age of 18.8 yr. Correlation and regress

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Mawang, Lucy L., Edward M. Kigen, and Samuel M. Mutweleli. "Achievement goal motivation and cognitive strategies as predictors of musical creativity among secondary school music students." Psychology of Music 48, no. 3 (2018): 421–33. http://dx.doi.org/10.1177/0305735618805837.

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The purpose of this study was to (a) establish the relationships among achievement goal motivation, cognitive learning strategies, and musical creativity; (b) determine the best predictors of musical creativity among the study variables. Participants ( N = 201) were secondary school music students in Kenya. Two self-report measures, the Achievement Goal Questionnaire-Revised (AGQ-R) and Motivated Strategies for Learning Questionnaire (MSLQ) were used in data collection for the independent variables. Musical creativity was measured by a creative composition task and evaluated according to four

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Ružić, Valentina, Krunoslav, ml Matešić, and Antonia Štefanec. "Gender Differences in Achievement Motivation of Employed Adults." Suvremena psihologija 19, no. 1 (2016): 81–89. http://dx.doi.org/10.21465/2016-sp-191-07.

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Achievement motivation is a concept that can be used for the explanation of individual differences in achievement and success in various contexts as well as an explanation of motivated behaviour. Despite the fact that a generally accepted definition of achievement motivation is still lacking because of disagreement over the traits it encompasses, numerous studies have been conducted on this subject. Researchers agree that achievement motivation is an important factor in professional life, particularly in achieving high professional success when external demands for focusing activity on achievi

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Elliot, Andrew J. "Approach and avoidance motivation and achievement goals." Educational Psychologist 34, no. 3 (1999): 169–89. http://dx.doi.org/10.1207/s15326985ep3403_3.

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Cervelló, Eduardo M., and Francisco J. Santos-Rosa. "Motivation in Sport: An Achievement Goal Perspective in Young Spanish Recreational Athletes." Perceptual and Motor Skills 92, no. 2 (2001): 527–34. http://dx.doi.org/10.2466/pms.2001.92.2.527.

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Durik, Amanda M., and Judith M. Harackiewicz. "Achievement goals and intrinsic motivation: Coherence, concordance, and achievement orientation." Journal of Experimental Social Psychology 39, no. 4 (2003): 378–85. http://dx.doi.org/10.1016/s0022-1031(03)00013-1.

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Hodge, Ken, Justine B. Allen, and Liz Smellie. "Motivation in Masters sport: Achievement and social goals." Psychology of Sport and Exercise 9, no. 2 (2008): 157–76. http://dx.doi.org/10.1016/j.psychsport.2007.03.002.

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Zheng, Anqing, Daniel A. Briley, Margherita Malanchini, Jennifer L. Tackett, K. Paige Harden, and Elliot M. Tucker–Drob. "Genetic and Environmental Influences on Achievement Goal Orientations Shift with Age." European Journal of Personality 33, no. 3 (2019): 317–36. http://dx.doi.org/10.1002/per.2202.

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Students engage in learning activities with different achievement goal orientations. Some students pursue learning for learning sake (i.e. mastery goal orientation), some are driven by gaining favourable judgement of their performance (i.e. performance approach goal orientation), and others focus on avoiding negative judgement (i.e. performance avoidance goal orientation). These goal orientations are linked with academic achievement, and troublingly, students report decreasing levels of goal orientations across the school years. However, little is known concerning the mechanisms that drive thi

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Nishida, Tamotsu, and Kimihiro Inomata. "Function of Achievement Motivation in Learning Rotary Pursuit Tracking." Perceptual and Motor Skills 60, no. 3 (1985): 851–57. http://dx.doi.org/10.2466/pms.1985.60.3.851.

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To examine the effectiveness of achievement motivation on motor skill learning, 15 high and 15 low need-achievers as selected by the Mehrabian scale performed rotary pursuit tracking. The high need-achievers showed significantly higher scores on the time on target and relatively higher scores on the goal discrepancy and heart rate in trials of the task than the low need-achievers. It was concluded that the high need-achievers showed greater learning of the motor skill than the low need-achievers.

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Elliott, Elaine S., and Carol S. Dweck. "Goals: An approach to motivation and achievement." Journal of Personality and Social Psychology 54, no. 1 (1988): 5–12. http://dx.doi.org/10.1037/0022-3514.54.1.5.

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Elliot, Andrew J., and Kennon M. Sheldon. "Avoidance achievement motivation: A personal goals analysis." Journal of Personality and Social Psychology 73, no. 1 (1997): 171–85. http://dx.doi.org/10.1037/0022-3514.73.1.171.

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Pintrich, Paul R. "An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research." Contemporary Educational Psychology 25, no. 1 (2000): 92–104. http://dx.doi.org/10.1006/ceps.1999.1017.

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Janke, Stefan, Martin Daumiller, and Selma Carolin Rudert. "Dark Pathways to Achievement in Science: Researchers’ Achievement Goals Predict Engagement in Questionable Research Practices." Social Psychological and Personality Science 10, no. 6 (2018): 783–91. http://dx.doi.org/10.1177/1948550618790227.

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Questionable research practices (QRPs) are a strongly debated topic in the scientific community. Hypotheses about the relationship between individual differences and QRPs are plentiful but have rarely been empirically tested. Here, we investigate whether researchers’ personal motivation (expressed by achievement goals) is associated with self-reported engagement in QRPs within a sample of 217 psychology researchers. Appearance approach goals (striving for skill demonstration) positively predicted engagement in QRPs, while learning approach goals (striving for skill development) were a negative

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Williams, Lavon, and Diane L. Gill. "The Role of Perceived Competence in the Motivation of Physical Activity." Journal of Sport and Exercise Psychology 17, no. 4 (1995): 363–78. http://dx.doi.org/10.1123/jsep.17.4.363.

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Understanding the role of perceived competence in the motivation of sport and physical activity is an important endeavor. This study attempted to examine the role of perceived competence by (a) investigating its relationship with goal orientations as hypothesized by Nicholls’s theory of achievement motivation, and (b) testing a proposed model linking goal orientations and motivated behavior. Students (N = 174) completed questionnaires assessing goal orientations, perceived competence, intrinsic interest, and effort. Regression analyses revealed that task orientation was a good predictor of eff

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Chessor, Danuta, and Diana Whitton. "The Impact of Grouping Gifted Primary School Students on Self-Concept, Motivation and Achievement From Parents' Perspectives." Australian Journal of Guidance and Counselling 15, no. 1 (2005): 93–104. http://dx.doi.org/10.1375/ajgc.15.1.93.

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AbstractA degree of controversy and debate exists about the best educational experiences to fulfil the potential of gifted students. Special class placement can give good educational experiences and opportunities for gifted students. However, Marsh and Parker (1984) described the big-fish-little-pond effect (BFLPE) where equally able students have lower academic self-concepts in high-ability schools than in low-ability schools. Self-concept is an important factor in determining academic achievement. The place of motivation in academic achievement is well documented (Ames, 1992; Ames & Arch

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Mihic, Vladimir, Jelena Sakotic-Kurbalija, and Mirjana Francesko. "Achievement motive and locus of control as motivation factors of European identity." Psihologija 38, no. 4 (2005): 445–59. http://dx.doi.org/10.2298/psi0504445m.

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The research presented in this paper is a part of the project "Condition, Factors and Development of European Identity in Serbia and Montenegro" which is financed by the Ministry for Science and Protection of Environment of the Republic of Serbia. The goal of this research is to determine the relation between the achievement motive and locus of control on the one hand, and European identity on the other. These motivational factors were selected as the indicators of the active orientation of persons, which is a psychological prerequisite for the development of consciousness of the people and th

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Sebire, Simon J., Martyn Standage, Fiona B. Gillison, and Maarten Vansteenkiste. "“Coveting Thy Neighbour’s Legs”: A Qualitative Study of Exercisers’ Experiences of Intrinsic and Extrinsic Goal Pursuit." Journal of Sport and Exercise Psychology 35, no. 3 (2013): 308–21. http://dx.doi.org/10.1123/jsep.35.3.308.

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Goals are central to exercise motivation, although not all goals (e.g., health vs. appearance goals) are equally psychologically or behaviorally adaptive. Within goal content theory (Vansteenkiste, Niemiec, & Soenens, 2010), goals are adaptive to the extent to which they satisfy psychological needs for autonomy, competence, and relatedness. However, little is known about what exercisers pursuing different goals are feeling, doing, thinking, and paying attention to that may help to explain the association between goal contents and need satisfaction. Using semistructured interviews and inter

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Rawsthorne, Laird J., and Andrew J. Elliot. "Achievement Goals and Intrinsic Motivation: A Meta-Analytic Review." Personality and Social Psychology Review 3, no. 4 (1999): 326–44. http://dx.doi.org/10.1207/s15327957pspr0304_3.

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This article presents a meta-analysis of the experimental literature that has examined the effect of performance and mastery achievement goals on intrinsic motivation. Summary analyses provided supportfor the hypothesis that the pursuit ofperformance goals has an undermining effect on intrinsic motivation relative to the pursuit of mastery goals. Moderator analyses were conducted in an attempt to explain significant variation in the magnitude and direction of this effect across studies. Results indicated that the undermining effect ofperformance goals relative to mastery goals was contingent o

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Boot, Nathalie, Barbara Nevicka, and Matthijs Baas. "Creativity in ADHD: Goal-Directed Motivation and Domain Specificity." Journal of Attention Disorders 24, no. 13 (2017): 1857–66. http://dx.doi.org/10.1177/1087054717727352.

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Objective: This research aimed to provide explanations for the inconsistent findings regarding creativity in ADHD. Method: In Study 1, we assessed real-world creative achievements and intrinsic motivation during idea generation in adults with ADHD and compared these with controls. In Study 2, we manipulated competition during idea generation to investigate effects on idea originality in adults with ADHD versus controls, and assessed creativity in specific domains. Results: Adults with ADHD reported more real-world creative achievements. We did not observe differences in intrinsic motivation du

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Ning, Hoi Kwan. "Singapore Primary Students’ Pursuit of Multiple Achievement Goals: A Latent Profile Analysis." Journal of Early Adolescence 38, no. 2 (2016): 220–37. http://dx.doi.org/10.1177/0272431616665214.

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Based on measures of approach and avoidance mastery and performance goals delineated in the 2 × 2 achievement goal framework, this study utilized a person-centered approach to examine Singapore primary students’ ( N = 819) multiple goals pursuit in the general school context. Latent profile analysis identified six types of students with distinct patterns of achievement goal motivation: high goal-oriented (strong multiple goals), average goal-oriented (moderate multiple goals), low goal-oriented (weak multiple goals), performance and approach-oriented (high mastery- and performance-approach, hi

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Riou, François, Julie Boiché, Julie Doron, et al. "Development and Validation of the French Achievement Goals Questionnaire for Sport and Exercise (FAGQSE)." European Journal of Psychological Assessment 28, no. 4 (2012): 313–20. http://dx.doi.org/10.1027/1015-5759/a000112.

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Recently, Elliot and Murayama (2008 ) pointed out a number of theoretical and methodological shortcomings among the instruments assumed to measure achievement goals. This research aimed to develop and validate a French Achievement Goals Questionnaire for Sport and Exercise (FAGQSE). In a first study, factor analyses conducted on a 20-item preliminary version supported the existence of four factors corresponding to the four types of goals of Elliot and McGregor’s (2001 ) framework (mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance). A second study examined a m

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Seaton, Marjorie, Philip Parker, Herbert W. Marsh, Rhonda G. Craven, and Alexander Seeshing Yeung. "The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success." Educational Psychology 34, no. 1 (2013): 49–72. http://dx.doi.org/10.1080/01443410.2013.825232.

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Hayashi, Carl T. "Achievement Motivation among Anglo-American and Hawaiian Male Physical Activity Participants: Individual Differences and Social Contextual Factors." Journal of Sport and Exercise Psychology 18, no. 2 (1996): 194–215. http://dx.doi.org/10.1123/jsep.18.2.194.

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To augment the minimal sport psychology research examining alternative cultures, the purpose of this study was to examine the nature of individual differences and social contextual factors related to achievement motivation among Anglo-American and Hawaiian male physical activity participants. Semistructured interviews were conducted with Hawaiians (n = 5) and Anglo-Americans who resided in the mainland United States (n = 5) and in Hawaii (n = 5). Results of content analyses revealed that all respondents defined positive and negative experiences in physical activity through task and ego goal or

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