Discriminant and Criterion-Related Validity of Achievement Goals in Predicting Academic Achievement: A Meta-Analysis.

By Chiungjung Huang. 2012

334 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/06f7cfd8bf24ac6324bc7015cf39242d0a4570c3

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Achievement goals, emotions, learning, and performance : A process model (2015, result): “Consistent with previous research on goal-achievement relations (Huang, 2012; Hulleman et al., 2010), masteryavoidance goals were not assessed following from prior studies showing generally weak or nonsignificant relations with academic performance (e.g., Elliot & McGregor, 2001; Elliot & Murayama,…”
The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success (2014, background): “…that performance goals predict academic success (e.g. Harackiewicz, Barron, Tauer, Carter, & Elliot, 2000); other research points to the beneficial effects of mastery goals (e.g. Paulick, Watermann, & Nückles, 2013); while still others suggest that both benefit achievement (e.g. Huang, 2011b).”
Gender differences in school success: what are the roles of students’ intelligence, personality and motivation? (2014, background): “Recent meta-analyses (MA/LR: Huang 2012; MA/LR: Hulleman et al. 2010) have reported the following average correlations between academic achievement and goal orientations: learning goals (r = 0.10/0.11), performance-approach goals (r = 0.06/0.13) and performance-avoidance goals (r = −0.13).”
What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. (2014, background): “Achievement goal theory has been one of the most widely researched motivation frameworks in educational psychology (Huang, 2012).”
The work avoidance goal construct: Examining its structure, antecedents, and consequences (2014, background): “It has been associated with lower performance outcomes, decreased interest, and higher levels of anxiety (Church, Elliot, & Gable, 2001; Elliot & McGregor, 1999, 2001; Huang, 2012; Skaalvik, 1997).”
Culture's Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability Through Personal Investment Theory (2014, background): “For example, under perceived goals we put mastery goals because a wide range of studies as well as studies conducted by PI researchers across different cultures have shown mastery goals to be universally associated with students’ motivational outcomes (Huang, 2012; Hulleman et al., 2010).”
Relations between Teachers’ Goal Orientations, Their Instructional Practices and Students’ Motivation (2013, background): “…research has provided some evidence that learning avoidance goals lead to different consequences than learning approach goals (for overviews see Huang, 2012; Moller & Elliot, 2006), learning avoidance goals are beyond the scope of the present paper, mainly because no evidence exists to support…”
Students' Response to Academic Setback: "Growth Mindset" as a Buffer against Demotivation. (2015, neutral): “Only few studies have tested these mediating variables in model, and the available studies suggest a mixed evidence regarding the role of goals, in particular (Dupeyrat & Marine, 2005; Huang, 2012).”