Adolescents' Achievement Goals: Situating Motivation in Sociocultural Contexts.

By Avi Kaplan, M. Maehr. 2002

86 citations recorded by the source corpus.

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Citations in the corpus

Exploratory Orientation as an Educational Goal (2006, background): “…somewhat differently (Pintrich, 2000), when broadly defined, mastery goals refer to an orientation toward personal growth and identity development (Kaplan & Maehr, 2002; Nicholls, 1992) that is based in effectance motivation—the motive to engage in “directed, selective, and persistent” behavior…”
Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis (2010, result): “This is in line with previous findings suggesting that achievement mastery goal oriented students are more inclined to persistently engage in their learning although the tasks may be perceived as difficult (Elliot, 1999; Kaplan & Maehr, 2002; Pintrich, Smith, Garcia, & McKeachie, 1993).”
Culturalizing Achievement Goal Theory and Research (2011, background): “…on motivation are becoming increasingly prevalent (see Turner, 2010), much of the extant work on goal theory could still be characterized as person-in-context and therefore not necessarily “situated” despite the relatively now frequent use of the term (Kaplan & Maehr, 2002; Kumar & Maehr, 2007).”
When Are Mastery Goals More Adaptive? It Depends on Experiences of Autonomy Support and Autonomy. (2014, background): “…linked mastery goals to such positive consequences as preference for challenging tasks; persistence in the face of difficulty; attribution of success to effort and interest; and positive attitude and positive affect in relation to self, context, and task (for a review, see Kaplan & Maehr, 2002).”
The causal ordering of self-concept and academic motivation and its effect on academic achievement (2006, background): “…to include valuing of school (Eccles et al., 1983; Wigfield, 1994), and (c) goal theory (viz. mastery orientation) and self-determination theory (viz. intrinsic motivation) to incorporate mastery orientation (Elliott and Dweck, 1988; Kaplan and Maehr, 2002; Nicholls, 1989; Ryan and Deci, 2000).”
Positive Classroom Motivational Environments : Convergence between Mastery Goal Structure and Classroom Social Climate. (2011, background): “According to predominant views, this emphasis is communicated by a set of practices represented by the acronym TARGET (see e.g., Ames, 1992a; Kaplan & Maehr, 1999, 2002, 2007; Maehr & Anderman, 1993; Meece et al., 2006; Midgley, 1993).”
Is Direct Instruction an Answer to the Right Question? (2007, background): “In addition to bringing subject matter into the equation, all of this points to the “cognitivization” of the construct of motivation from its historical origins as a dynamic, strictly affective construct (Bempechat & Drago-Severson, 1999; Kaplan & Maehr, 2002).”
Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What’s the Purpose? (2008, background): “Under the frame of different purposes, different strategies may be perceived as relevant, or as “action possibilities,” for engagement (Kaplan and Maehr 2002; Maehr 1984).”
The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome (2008, background): “For example, in a longitudinal study, Ladd (1990) found that pupils who were able to make more new friends in the school were also those who scored better in a standardized achievement test.”