Regulation of Achievement Goals: The Role of Competence Feedback.

By Corwin Senko, Judith M. Harackiewicz. 2005

288 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/08486e10333bd5b0091708cfc332ba5500b8bb0f

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Understanding the impact of intrinsic versus extrinsic goal framing on exercise performance: The conflicting role of task and ego involvement (2007, methodology): “Different from Senko and Harackiewicz (2005a), Elliot et al. (2005) found in two experimental studies, in which participants either completed a subtest of the intelligence structure test (Study 1) or engaged in a lexical-based activity similar to the word game Scrabble (Study 2), that an…”
Self-efficacy and achievement goals as motivational links between perceived contexts and achievement (2014, result): “Previous studies have consistently reported strong positive correlations between performance-approach and performance-avoidance goals (e.g. Bong 2005; Senko & Harackiewicz, 2005).”
Feedback Strategies for Interactive Learning Tasks (2007, background): “, self-efficacy) (Narciss, 2004), goal orientation (Senko and Harackiewicz, 2005), and metacognitive skills other than response certitude (Aleven et al.”
Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance (2012, background): “…has shown that students’ achievement goals can change over a semester (Muis & Edwards, 2009), over weeks (Fryer & Elliot, 2007), and even within one laboratory session (Senko & Harackiewicz, 2005), as a result of new information, such as feedback (Fryer & Elliot, 2007; Senko & Harackiewicz, 2005).”
Perceived competence moderates the relation between performance-approach and performance-avoidance goals (2012, background): “In published studies that have reported the correlation between the two goals, the association has ranged from r .08 (Senko & Harackiewicz, 2005, Study 1) to r .93 (Fryer & Elliot, 2007, Study 1).”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “…evident involved a relatively small increase in the strength of the beta coefficient relative to the correlation coefficient, both of which were often statistically significant (e.g., Bong, 2005; Middleton & Midgley, 1997; Pajares, 2001; Pekrun et al., 2006; Senko & Harackiewicz, 2005; Shih, 2005).”
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “Senko and Harackiewicz (2005a) found pre-liminary support for this hypothesis in two experiments, each showing that normative goals were perceived as more challenging than mastery goals.”
Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance. (2009, result): “…positive predictors of performance when zero-order correlations are considered (Elliot, McGregor, & Gable, 1999; Linnenbrink, 2005; Shih, 2005; Silver, Dwyer, & Alford, 2006; Tanaka et al., 2006), although some null results have been observed (Brett & VandeWalle, 1999; Senko & Harackiewicz, 2005).”