Prevalence, stability, and functionality of achievement goal profiles in mathematics from third to seventh grade.

By Malte Schwinger, Elke Wild. 2012

72 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2a70b1dcc734e28b1a5f9bf897d9776066e163e8

How researchers see this paper

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

In Education

1. Jennifer Henderlong Corpus
2. S. Wormington

In Experimental and Cognitive Psychology

1. S. Wormington
2. Jennifer Henderlong Corpus

In Social Psychology

1. S. Wormington
2. Jennifer Henderlong Corpus

Citations in the corpus

• Profiles of Intrinsic and Extrinsic Motivations in Elementary School: A Longitudinal Analysis (2014, background): “…studies of elementary-aged students in the achievement goal tradition indicate that those who endorse high levels of mastery and performance goals fare equally well academically (Schwinger & Wild, 2012) and may be more prevalent (Veermans & Tapola, 2004) than those who endorse mastery goals alone.”
• The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, unknown): “…approach to create achievement goal profiles (Cano & Berben, 2009; Fortunato & Goldblatt, 2006; Liu, Wang, Tan, Ee, & Koh, 2009; Luo et al., 2011; Pastor et al., 2007; Schwinger & Wild, 2012; Tapola & Niemivirta, 2008; Tuominen-Soini, Salmela-Aro, Niemivirta, 2008, TuominenSoini et al., 2011).”