Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition

By Elizabeth A. Linnenbrink, P. Pintrich. 2000

202 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/07219e0ae1f67128e54113a95b8c3119ca4a97a5

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Developing and Fostering Passion in Academic and Nonacademic Domains (2010, background): “In general, mastery goals are associated with more adaptive patterns of socioemotional and learning outcomes (Dweck & Leggett, 1988; Linnenbrink & Pintrich, 2000).”
A Model of Future-Oriented Motivation and Self-Regulation (2004, background): “…of such goals in learning situations often results in low-quality cognitive engagement and poorer achievement, especially when individuals do not have high task-related self-efficacy (e.g., Elliot and Church, 1997; Elliott and Dweck, 1988; Linnenbrink and Pintrich, 2000; Wolters et al., 1996).”
“My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures (2014, background): “Student learning is a complex process that can be understood only by investigating multiple constructs, for example, learning related feelings and motivational factors as vital variables that affect students' cognition, learning, and performance (Linnenbrink & Pintrich, 2000).”
Student Interest and Achievement: Developmental Issues Raised by a Case Study (2002, background): “Once the required set of experiments had meaning, Sam could then focus on achieving the goals laid out for him in the rubric for the project (Baron & Harackiewicz, 2000; Linnenbrink & Pintrich, 2000).”
Beliefs and engagement structures: behind the affective dimension of mathematical learning (2011, background): “Thus, while ‘‘trait’’ variables importantly influence behavior, our study of engagement structures leads us to share the perspective of most social psychologists that the immediately construed situation has still greater influence.”
Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. (2013, background): “…Wigfield and Eccles, 1990) influence task choice, learners’ persistence and engagement (Pajares and Schunk, 2002, Schunk and Pajares, 2005, Zimmerman and Kitsantas, 2007) and the use of self-regulation strategies (Linnenbrink and Pintrich, 2000, Pintrich and DeGroot, 1990, Shell and Husman, 2008).”
Clarifying achievement goals and their impact. (2003, background): “As noted learning goals, task goals, and mastery goals have often been regarded as concep- tually equivalent (Ames, 1992; Linnenbrink & Pintrich, 2000).”