Goal-Directed Behavior and Contextual Factors in the Classroom: An Innovative Approach to the Study of Multiple Goals

By M. Boekaerts, E. de Koning, P. Vedder. 2006

228 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/11ad7c9ca0c21b13d65fe7d81151e302ef372cb9

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes (2010, background): “Students’ interpretations of their interactions with peers have revealed how their goals are shaped through those interactions (Boekaerts & Minnaert, 2006) and how the actions of group members can have both positive and negative influences on individual motivation (Järvenoja & Järvelä, 2005;…”
Co-Regulation of Student Motivation and Emergent Identity (2009, background): “Conflicts seldom occur in isolation and some multiple conflict situations, like multiple goal pursuits, can be more difficult to realize than others; goal coordination strategies can help negotiate among them ( Boekaerts, de Koning, & Vedder, 2006 ; McCaslin & Good, 1996 ).”
Noncognitive Skills in the Classroom: New Perspectives on Educational Research (2010, background): “In addition, some recent work has argued that the specific content of goals—whether relational, community-oriented, monetary, safety-oriented, or so forth—should be considered when analyzing motivation (Boekerts et al., 2006; Vansteenkiste et al., 2006).”
Thriving With Social Purpose: An Integrative Approach to the Development of Optimal Human Functioning (2007, background): “One of the most useful applications of the taxonomy has been to assist scholars interested in the study of multiple goals and goal hierarchies (e.g., Boekaerts et al., 2006; Winell, 1987).”
Is Direct Instruction an Answer to the Right Question? (2007, background): “The articles in issue 1 by Vansteenkiste, Lens, and Deci (2006); by Winne (2006); and by Boekaerts, DeKoning, and Vedder (2006) ; and the articles in issue 2 by Flum and Kaplan (2006) and by Hidi and Renninger (2006) all are devoted, explicitly or implicitly, to the topic of academic motivation.”
Culture's Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability Through Personal Investment Theory (2014, background): “Research on values (Schwartz, 2007, 2011) may also be fertile ground for exploring how different goals affect learning in class because values can be conceived of as trans-situational goals (see Boekaerts et al., 2006).”
Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process (2013, background): “As mentioned earlier, individuals can bring different personal goals to a group learning situation, and these may vary widely, ranging from the pursuit of deeplevel learning to personal well-being (Boekaerts et al., 2006).”
How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation? (2006, background): “Boekaerts et al. (2006) summarized research on the classroom practices that facilitate and undermine the quality of students’ engagement in the classroom.”