Construct- and criterion-related validity of four commonly used goal orientation instruments.

By E. Day, D. Radosevich, Christopher S. Chasteen. 2003

106 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1e78352f305b4681b45112314f47f51908028c9e

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Conscientiousness and achievement motivation predict performance (2009, methodology): “Similar persistence measures have been used by Day, Radosevich, and Chasteen (2003) (e.g. ‘when I run into a difficult or complex concept, I keep working at it until I think I’ve understood it’, p. 444) and Simons, Dewitte and Lens, (2004) (e.g. ‘I give up easily when I have problems studying this…”
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “…is rooted to previous ﬁndings that mastery goals, but not normative goals, tend to correlate positively with social desirability indices (e.g., Day, Radosevich, & Chasteen, 2003; Grossbard, Cumming, Standage, Smith, & Smoll, 2007; Pekrun et al., 2006; Pekrun, Elliot, & Maier, 2009; see Payne…”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “…of the studies we reviewed, the correlation was moderate in size, falling between r = .30 and .50 (Bong, 2009; Church et al., 2001; Dai, 2000; Day et al., 2003; Elliot & Church, 1997; Elliot & McGregor, 1999, 2001; Elliot et al., 1999; Heimbeck, Frese, Sonnentag, & Keith, 2003; Kaplan et…”
The social-cognitive model of achievement motivation and the 2 x 2 achievement goal framework. (2006, unknown): “A number of studies have supported these patterns for performance-approach and performance-avoidance goals (see Cury, Elliot, Sarrazin, Da Fonseca, & Ruffo, 2002; Day, Radosevich, & Chasteen, 2003 ).”
A structural equation model analyzing the relationship of student achievement motivations and personality factors in a range of academic subject-matter areas (2007, result): “This is in line with empirical studies relating goal setting to personality factors (Day et al., 2003; Judge & Ilies, 2002; Vermetten et al., 2001).”