On the origins of helpless behavior of students with learning disabilities: avoidance motivation?

By Georgios D. Sideridis. 2003

91 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/24378c6229e4b846b991bfbc9e7e108888579e6f

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Perceived competence moderates the relation between performance-approach and performance-avoidance goals (2012, result): “This goal-switching hypothesis is not supported by the extant data (Fryer & Elliot, 2007; Muis & Edwards, 2009; Senko & Harackiewicz, 2005; Sideridis, 2003; Summers, 2006; Van Yperen, 2006; for a review see Senko, Hulleman, & Harackiewicz, 2011), which instead have indicated that performance-approac”
Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance. (2009, methodology): “Specifically, they proposed that the approach– avoidance aspect of achievement goals should be taken into account (as in the aforementioned research by Sideridis, 2003, 2005a) and that various discrete emotions should be distinguished, including both activity-related and outcome-related emotions.”
Evidence–Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities (2012, background): “Not surprisingly, they are less likely to actively engage in learning tasks or to be sufﬁciently motivated to put forth the effort necessary to make sense of the textual material (Logan, Medford, & Hughes, 2010; Sideridis, 2003).”
Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics (2011, background): “On the other hand, performanceavoidance goal orientation has been found to be linked with negative outcomes, such as lower performance and negative affect (e.g. Elliot & McGregor, 1999; Sideridis, 2003).”
Classification of Students with Reading Comprehension Difficulties: The Roles of Motivation, affect, and Psychopathology (2006, methodology): “With regard to students with LD, the findings are equivocal in that competitiveness has been linked to both positive (Sideridis, 2005a) and negative achievement outcomes (Pintrich et al., 1994), while null results have also been reported (Sideridis, 2003).”
Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence (2009, background): “2003), whereas null relations have been found between performanceapproach goals and positive and negative affect in mathematics (Sideridis, 2003).”
The power of anticipated feedback: Effects on students' achievement goals and achievement emotions (2014, background): “Sideridis (2003) found that upper elementary students’ performance-approach goals were unrelated to positive and negative affect; performance-avoidance goals were unrelated to positive affect, but were positively related to negative affect.”