Classroom goal structure, student motivation, and academic achievement.

By J. Meece, Eric M. Anderman, Lynley H. Anderman. Annual Review of Psychology, 2006

1,312 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/26a0d5ca3636f3caea80f331ad33b6d3d62336f5

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Citations in the corpus

The Relationship between Future Goals and Achievement Goal Orientations: An Intrinsic-Extrinsic Motivation Perspective. (2010, background): “The theoretical and empirical literature dealing with achievement goal orientations (such as mastery and performance goals; Elliot, 1999, 2005; Meece et al., 2006) and that dealing with future goals (such as desiring a good career; DeVolder & Lens, 1982; McInerney, 2004; Nurmi, 1991) have proceeded ”
Cognitive Processing of Self-Report Items in Educational Research: Do They Think What We Mean? (2007, methodology): “The assessment of mastery goal structure emerged from the Patterns of Adaptive Learning Survey (PALS) developed by Midgley and colleagues ( Midgley et al, 1996 ; Midgley et al, 2000 ; for a recent review of goal structure see Meece, Anderman, & Anderman, 2006 ).”
Perceived competence moderates the relation between performance-approach and performance-avoidance goals (2012, neutral): “…(Ames, 1992; Anderman & Midgley, 1997; Darnon, Dompnier, Delmas, Pulfrey, & Butera, 2009; Dweck, 1999; Kaplan & Midgley, 1997; Karabenick, 1994; Maehr, & Midgley, 1996; Meece et al., 2006; Patrick & Ryan, 2008; Ryan, Pintrich, & Midgley, 2001; Turner & Patrick, 2004; Urdan, 1997; Wolters, 2004).”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, result): “Both Middleton et al. (2004) and Law et al.”
Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics (2018, neutral): “This is because literature has indicated that the achievement goals that a teacher is perceived to emphasize in his or her classroom are more easily adopted by the students (Meece et al., 2006).”
Formative Assessment Techniques to Support Student Motivation and Achievement (2010, neutral): “…has shown that these students use deeper cognitive strategies than other students and relate new learning to prior knowledge (Anderman, Austin, and Johnson 2002) Research also suggests that these students tend to be more persistent when facing challenging tasks (Meece, Anderman, and Anderman 2006).”