The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes.

By Kou Murayama, A. Elliot. 2009

359 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0b243b130b689d182686f504bd1ca6f71ce4031d

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Towards an Understanding of STEM Engagement: a Review of the Literature on Motivation and Academic Emotions (2019, background): “…strategies when students had a bad experience in mathematics learning (Friedel et al., 2007; Gonida et al., 2014; Kaplan et al., 2002; Middleton & Midgley, 1997) and lower science and mathematics self-efficacy/self-concept (Middleton & Midgley, 1997; Murayama & Elliot, 2009; Pajares et al., 2000).”
Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions (2015, methodology): “Based on previous research (Kunter et al., 2008; Murayama & Elliot, 2009; Roeser et al., 1993) we anticipated that studentperceived teachers’ beliefs (ability expectations and mathematics prestige) would relate to students’ perceived classroom learning environment (mastery and…”
Young Children's Motivational Frameworks and Math Achievement: Relation to Teacher-Reported Instructional Practices, but Not Teacher Theory of Intelligence. (2016, background): “…perceived classroom goal structure might be a better gauge of the classroom environment as students experience it (Meece, Herman, & McCombs, 2003; Murayama & Elliot, 2009), it is also subjective and may conflate the effects of classroom goal structure with other outcomes that students report…”
Achievement goals in educational contexts: A social psychology perspective (2012, positive): “Moreover, classroom climate seems to strengthen personal goals effects (Lau & Nie, 2008; Murayama & Elliot, 2009).”
Online learning in higher education: exploring advantages and disadvantages for engagement (2018, background): “Future studies might integrate concepts such as motivation (Pintrich 2004) and achievement goal orientation (Murayama and Elliot 2009), also known to play a role in student engagement but not specifically measured with NSSE, and apply previous findings to the setting of online learning.”
Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes (2010, background): “…to other, possibly more competitive, settings, as the selective goal hypothesis would predict that feeling compelled to outperform others might even be beneficial if the interpersonal environment emphasizes interpersonal competition (e.g., Barron and Harackiewicz 2001; Murayama and Elliot 2009).”
Cultural Diversity and Team Performance: The Role of Team Member Goal Orientation (2013, background): “Goal orientations are relatively stable individual differences even when they may also be influenced by the environment (Button, Mathieu, & Zajac, 1996; Murayama & Elliot, 2009).”
A 3 × 2 achievement goal model (2011, neutral): “…Pulfrey, & Butera, 2009; Dweck, 1999; Harackiewicz, Barron, Tauer, & Elliot, 2002; Kaplan & Midgley, 1997; Karabenick, 1994; Meece, Anderman, & Anderman, 2006; Murayama & Elliot, 2009; Patrick & Ryan, 2008; Ryan, Pintrich, & Midgley, 2001; Turner & Patrick, 2004; Urdan, 1997; Wolters, 2004).”
The power of anticipated feedback: Effects on students' achievement goals and achievement emotions (2014, background): “Goals and emotions can be affected by numerous contextual factors including classroom goal structures, the quality of classroom instruction, autonomy support provided by teachers, and the didactic approaches used (Murayama & Elliot, 2009; Pekrun, 2006; Zeidner, 1998).”
Teachers’ self-efficacy, achievement goals, attitudes and intentions to implement the new Greek physical education curriculum (2011, background): “…into consideration findings suggesting that the effects of individuals’ goals should be examined in conjunction with the effects of the environment (Murayama and Elliot, 2009; Papaioannou et al., 2004) we recommend the investigation of the interactive effects of school climate and teachers’ goals…”