Multiple Achievement Goals and Multiple Pathways for Learning: The Agenda and Impact of Paul R. Pintrich

By Judith M. Harackiewicz, Elizabeth A. Linnenbrink. 2005

90 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/22f3e1f77ba496769dbd29a12b900b559a33c7d0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Paul A. O’Keefe
2. M. Théorêt
3. Hanna Järvenoja
4. Sanna Järvelä
5. Simone E. Volet
6. Isabelle Plante

In Social Psychology

1. Sanna Järvelä
2. Hanna Järvenoja
3. Paul A. O’Keefe
4. M. Théorêt
5. Simone E. Volet
6. Isabelle Plante
7. Ernesto Panadero

Citations in the corpus

• The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions (2013, background): “…this integrative approach may contribute to clarity and parsimony in motivational theories, as expectancy-value variables and achievement goals may play complementary roles in predicting achievement-related outcomes (Harackiewicz and Linnenbrink 2005; Hulleman et al. 2008; Pintrich 2003b).”
• Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process (2013, background): “Furthermore, and as stressed in recent research (e.g. Boekaerts, 2002; Harackiewicz & Linnenbrink, 2005; Wosnitza & Volet, 2009), students can pursue different types of goals concurrently.”