Short-term and long-term consequences of achievement goals: Predicting interest and performance over time.

By Judith M. Harackiewicz, K. Barron, J. Tauer, S. M. Carter, A. Elliot. 2000

942 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/0814c9b9ca249fe109a505ed609c40ec365aeb7e

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In Education

In Experimental and Cognitive Psychology

In Safety Research

Citations in the corpus

A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. (2009, background): “Because students with mastery goals tend to focus on self-referent standards and the controllability and positive value of learning, we anticipated a positive relationship with enjoyment and a negative relationship with boredom (Daniels et al., 2008; Harackiewicz et al., 2000; Pekrun et al., 2006).”
The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions (2013, background): “…this integrative approach may contribute to clarity and parsimony in motivational theories, as expectancy-value variables and achievement goals may play complementary roles in predicting achievement-related outcomes (Harackiewicz and Linnenbrink 2005; Hulleman et al. 2008; Pintrich 2003b).”
Math Achievement in Early Adolescence (2009, background): “In contrast, students’ mastery goal orientation has been linked to adaptive educational beliefs and behaviors (e.g., Ames & Archer, 1988; Harackiewicz et al., 2000), but its association with early adolescents’ school grades has been found nonsignificant or positive, yet weak (e.g., Wentzel, 1998,…”
College Students' Goal Orientations and Achievement (2005, background): “However, recently researchers in the area of motivation have found that performance-approach goals are associated with higher grades (Church, Elliot, & Gable, 2001; Harackiewicz, Barron, Elliot, Carter, & Thrash, 1997; Harackiewicz, Barron,Tauer, Carter, & Elliot, 2000 ) and are not associated with”
Do performance goals promote learning? A pattern analysis of Singapore students achievement goals (2011, background): “Many studies measured only mastery goals and performance approach goals (e.g., Barron & Harackiewicz, 2001; Daniels et al., 2008; Harackiewicz et al., 2000), some measured a different third variable, such as work avoidance (e.g., Meece & Holt, 1993; Tapola & Niemivirta, 2008), and others used very…”
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, positive): “…concepts), navigate decisional conﬂict well, experience positive emotion, and perceive tasks as valuable (e.g., Darnon, Butera, & Harackiewicz, 2007; Harackiewicz, Barron, Tauer, Carter, & Elliot, 2000; Karabenick, 2003; Levy, Kaplan, & Patrick, 2004; Pekrun, Elliot, & Maier, 2006; Wolters, 2004).”