Motives, goals, and adaptive patterns of performance in Asian American and Anglo American students

By Akane Zusho, P. Pintrich, Kai S. Cortina. 2005

196 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0c8d9f66c723b2e4f9a6769a23b7272102f79a80

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Mathematics anxiety and coping strategies among middle school students: relations with students’ achievement goal orientations and level of performance (2018, background): “Similarly, Pekrun et al. (2009) showed that anxiety was positively predicted by performance-avoidance goals, but not significantly related to performance-approach goals or mastery goals (see also Zusho et al. 2005).”
Culturalizing Achievement Goal Theory and Research (2011, background): “Indeed, some researchers have suggested that mastery-approach and performance-approach goals have their basis, in part, in nAch, and performanceavoidance goals in the motive to avoid failure (also called fear of failure) (Barron & Harackiewicz, 2001; Elliot & Church, 1997; Zusho et al., 2005).”
Racial and Ethnic Representation in Gifted Programs (2009, background): “…subgroups of Asian American students also bring some unhealthy repercussions, such as increased fear of failure (Castro & Rice, 2003; Eaton & Dembo, 1997; Zusho, Pintrich, & Cortina, 2005), chronic worry about making mistakes or self-doubts (Castro & Rice, 2003), and anxiety (Zusho et al., 2005).”
The social-cognitive model of achievement motivation and the 2 x 2 achievement goal framework. (2006, result): “These hypotheses are in accord with the extant data (see Elliot & McGregor, 2001; Zusho, Pintrich, & Cortina, 2005 ).”
Towards an Understanding of STEM Engagement: a Review of the Literature on Motivation and Academic Emotions (2019, background): “Further, mastery goals have been associated with enhanced intrinsic motivation, selfefficacy/self-concept, and task value (Ames & Archer, 1988; Harackiewicz et al., 2002; Zusho et al., 2005).”
A 3 × 2 achievement goal model (2011, result): “Finally, consistent with findings from prior research (Darnon, Butera, et al., 2009; Elliot & Moller, 2003; Sideridis, 2005; Van Yperen, 2006; Zusho et al., 2005), otherapproach goals were shown to facilitate performance but were unrelated to phenomenologically based variables, whereas otheravoidanc”
How Do Students' Mastery and Performance Goals Relate to Math Anxiety?. (2011, background): “Zusho, Pintrich, and Cortina (2005) examined the relationships between the trichotomous framework of achievement goals and undergraduate students’ motivational outcomes on math tasks.”