Achievement Goals, Performance Contingencies, and Performance Attainment: An Experimental Test

By A. Elliot, Mandy M. Shell, K. Henry, Markus A. Maier. 2005

268 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/02ebd5e4340f1f4a03f734651c368e80934ee804

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The stereotyped task engagement process: The role of interest and achievement motivation. (2007, background): “That is, performance-avoidance goals may be associated with lowered perceived competence for these women, and lower perceived competence may result in lower interest (e.g., Cury et al., 2002; Elliot & Harackiewicz, 1996; Elliot et al., 2005; Sansone, 1986).”
A Meta-Analysis of the Impact of Situationally Induced Achievement Goals on Task Performance (2015, background): “Verbal tasks include language tests that were multiple choice (e.g., Darnon et al., 2007) and tests of verbal skills (e.g., Elliot et al., 2005).”
Understanding the impact of intrinsic versus extrinsic goal framing on exercise performance: The conflicting role of task and ego involvement (2007, background): “The studies by Senko and Harackiewicz (2005a) and Elliot et al. (2005) shed preliminary light on the direction of the effects.”
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “Readers interested in a more thorough review are directed to Elliot (2005); Senko, Durik, and Harackiewicz (2008); and Urdan (1997a).”
Students’ Motivation in the Mathematics Classroom. Revealing Causes and Consequences (2015, background): “Achievement goals are defined as the competence-relevant purposes or aims that individuals attempt to achieve—committed to serve—and these different purposes or aims are associated with different quality of engagement in schoolwork as well as with different cognitive, affective, and behavior consequ”
University Student Mental Well-Being during COVID-19 Outbreak: What Are the Relationships between Information Seeking, Perceived Risk and Personal Resources Related to the Academic Context? (2020, background): “Research that analyzed the relationship between stress and performance in university students reported that stress affects academic results [47].”
The social-cognitive model of achievement motivation and the 2 x 2 achievement goal framework. (2006, background): “For example, incremental theory leads to masteryapproach goals (as documented herein), and these goals may lead to processes that have a reciprocal influence on performance (e.g., task absorption that facilitates performance and inattention to external constraints, such as time limits that undermine”
Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance. (2009, background): “Achievement goal theorists have focused on establishing classrooms and schools and designing classroom- and school-level interventions that foster mastery goal adoption (Ames, 1992; Anderman & Maehr, 1994; Maehr & Midgley, 1991; Meece, Anderman, & Anderman, 2006) and minimize performance-avoidance g”
When passion leads to excellence: the case of musicians (2011, background): “Furthermore, because of the maladaptive nature of avoidance goals, people who use such goals are expected to have an undermined level of performance (Elliot et al., 2005).”
SO far away: ThE rOlE Of SubjECTivE TEmpOral DiSTaNCE TO fuTurE GOalS iN mOTivaTiON aND bEhaviOr (2009, background): “Future goals and, more specifically, possible selves have long been thought to motivate people’s current actions (Austin & Vancouver, 1996; Elliot et al., 2005; Gollwitzer & Moskowitz, 1996; Markus & Nurius, 1986; Oyserman et al., 2006; Oyserman et al., 2004; Ruvolo & Markus, 1992; Taylor et al., 19”