The Development of Goal Orientation

By Eric M. Anderman, Chammie C. Austin, Dawn M. Johnson. 2002

152 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2bea47e88d7560ceee9c2dafc918d82f141cfc66

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. Jacquelynne S. Eccles
2. Herbert W. Marsh
3. Allan Wigfield
4. Ellen A. Skinner
5. R. Craven
6. Lucia Mason
7. P. Boscolo
8. Andrew J. Martin

In Experimental and Cognitive Psychology

1. Herbert W. Marsh
2. Allan Wigfield
3. R. Craven
4. Andrew J. Martin
5. Ellen A. Skinner
6. Jacquelynne S. Eccles
7. Ulrich Trautwein
8. Alexandre J. S. Morin

In Social Psychology

1. Herbert W. Marsh
2. Andrew J. Martin
3. Ellen A. Skinner
4. R. Craven
5. Allan Wigfield
6. Jacquelynne S. Eccles
7. Ulrich Trautwein
8. Alexandre J. S. Morin

Citations in the corpus

• Evaluation of the Big-Two-Factor Theory of Academic Motivation Orientations: An Evaluation of Jingle-Jangle Fallacies (2003, background): “Reflecting these competing perspectives, Anderman, Austin, and Johnson (2002) noted the confusion in various labels used in the achievement goal orientation literature, but cautioned that “there are subtle differences in these terms and their interpretations” (p. 198).”
• Formative Assessment Techniques to Support Student Motivation and Achievement (2010, unknown): “For example, research 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,…”
• Perceived Control and the Development of Coping (2010, background): “…many schools, sports teams, and peer groups, exacerbate the potential negative impact of social comparison, leading children to focus on their relatively stable attributes as causes of performance and to avoid participation in areas where their rankings are low (Anderman et al., 2002 ).”
• Middle School Transition Stress: Links with Academic Performance, Motivation, and School Experiences (2015, background): “…academic performance and social well-being, including teacher-student relationships, teacher efficacy, student classroom autonomy, student competition, and performance versus mastery orientation (Anderman et al. 2002; Eccles and Roeser 2011; Midgley and Feldlaufer 1987; Midgley et al. 1988).”
• Besides knowledge: a cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science (2013, background): “These changes in achievement goals are related to changes in the contexts in which learning activities take place (Anderman et al. 2002; Meece et al. 2006).”
• Classroom goal orientation in high school classrooms: revealing links between teacher beliefs and classroom environments (2004, background): “…that have been found among goal orientations and achievement-related outcomes, such as self-efficacy, cognitive engagement and strategy use (see Anderman et al ., 2002 for a review of studies), it is imperative that we gain an understanding about what influences the creation of these differing…”
• Motivational beliefs, values, and goals. (2002, background): “Goal Theories Motivation researchers have become very interested in children’s achievement goals and their relation to achievement behavior (see Ames 1992, Anderman et al. 2001, Covington 2000, Dweck 1999, Pintrich 2000b).”