Achievement Goals and Achievement during Early Adolescence: Examining Time-Varying Predictor and Outcome Variables in Growth-Curve Analysis.
By S. Shim, Allison M. Ryan, Carolyn J. Anderson. 2008
172 citations recorded by the source corpus.
Subfields: Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/342d43543468ea32f54062996bba535434456608
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- K. Salmela‐Aro
- Marcus Samuelsson
- Heta Tuominen-Soini
- C. Ratelle
- Stéphane Duchesne
- Simona Butnaru
- Joakim Samuelsson
- Markku Niemivirta
In Experimental and Cognitive Psychology
- K. Salmela‐Aro
- Heta Tuominen-Soini
- Markku Niemivirta
- Simona Butnaru
- Marcus Samuelsson
- Joakim Samuelsson
- Stéphane Duchesne
- L. R. Gherasim
Citations in the corpus
- Stability and change in achievement goal orientations: A person-centered approach (2011, background): “When performance orientation has been differentiated into separate approach and avoidance components, performance-approach orientation has decreased (Shim et al., 2008; Smith et al., 2002) or remained stable (Bong, 2005; Fryer & Elliot, 2007) and performance-avoidance orientation has decreased (Shim”
- Parental behaviors and adolescents' achievement goals at the beginning of middle school: Emotional problems as potential mediators. (2010, background): “Also, the presence of involved parents appears to be related to achievement goals centered on mastery, which are known to be associated with a high level of academic functioning (e.g., Church et al., 2001; Kaplan & Maehr, 1999; Poulin et al., in press; Ryan et al., 2005; Shim et al., 2008).”
- Gender differences in boys’ and girls’ perception of teaching and learning mathematics (2016, background): “It is obvious that teachers make a difference (Behets, 1997; Evertson, 1986; Evertson, Hawley, and Zlotnik, 1985; Fetler, 2001; Gherasim et al., 2013; Hofmeister and Lubke, 1990; Ma, 1999; Patrick et al., 2007; Puklek Levpuscek & Zupancic, 2009; Shim et al., 2008).”
- Classroom environment, achievement goals and maths performance: gender differences (2013, background): “Some results suggest that girls tend to be more mastery-oriented (Pekrun, Elliot, and Maier 2006; Shim, Ryan, and Anderson 2008; Steinmayr, Bipp, and Spinath 2011), or more performance-avoidance oriented than boys (Steinmayr and Spinath 2008).”