The Dilemma of Performance-Approach Goals: The Use of Multiple Goal Contexts to Promote Students' Motivation and Learning.

By Elizabeth A. Linnenbrink. 2005

633 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/34a3dea40fbbdfbedc1757a6736e4745db42dbd1

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In Experimental and Cognitive Psychology

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Citations in the corpus

Classification of Students with Reading Comprehension Difficulties: The Roles of Motivation, affect, and Psychopathology (2006, result): “Sideridis (in press) demonstrated a negative link between performance goal structures and positive affect, perceptions of reinforcement, engagement, and student boredom for students with LD. Furhter, Linnenbrink (2005) reported positive associations between performance goal structures and achievemen”
Studying for the sake of others: the role of social goals on academic engagement (2012, background): “In terms of emotional engagement, mastery-approach goals were linked to positive affect for specific subjects or for school in general (Kaplan & Maehr, 1999; Linnenbrink, 2005; Roeser, Strobel, & Quinhius, 2002) and also to other emotions in school (Pekrun, Elliot, & Maier, 2006, 2009).”
Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance. (2009, background): “In prior research, performance-approach goals have been either positively related or unrelated to general positive affect (Linnenbrink, 2005; Meece et al., 1988; Nicholls et al., 1985; Nolen & Haladyna, 1990; Roeser et al., 1996; Seifert, 1995; J. C. Turner et al., 1998); the present research…”
Classroom environment, achievement goals and maths performance: gender differences (2013, background): “In line with previous studies, we found that, for both genders, performance-avoidance goals negatively predicted maths performance, while mastery goals did not predict achievement (see Payne, Youngcourt, and Beaubien 2007 for review; Linnenbrink 2005; Magi et al. 2010; Wolters 2004).”
Age-Related Differences in Achievement Goal Differentiation. (2009, background): “Some of the potent antecedents of achievement goals include perceived competence, personality dispositions, and salient contextual features (A. J. Elliot, 2005; Elliot & Church, 1997; Elliot & Harackiewicz, 1994; Jagacinski, Madden, & Reider, 2001; Linnenbrink, 2005; Senko & Harackiewicz, 2002).”
Teachers' goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout (2010, result): “In keeping with some recent results for students (Linnenbrink, 2005; Middleton & Midgley, 1997; Ryan, Patrick, & Shim, 2005), teachers’ ability-approach goal orientation did not emerge as a significant predictor of either positive or negative help-related attitudes or behaviors.”
Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence (2009, background): “subjects such as mathematics (Linnenbrink, 2005) or school in general (Kaplan & Maehr, 1999; Roeser et al.”
Autonomous, Controlled, and Amotivated Types of Academic Motivation: A Person-Oriented Analysis (2007, background): “, high performance goals) motivations can sometimes be associated with positive school outcomes (e.g., Barron & Harackiewicz, 2001; Braten & Olaussen, 2005; Linnenbrink, 2005).”
Achievement Goals and Achievement during Early Adolescence: Examining Time-Varying Predictor and Outcome Variables in Growth-Curve Analysis. (2008, background): “Observational work that links classroom experiences to personal goals is also evidence for this viewpoint (Linnenbrink, 2005; Patrick, Anderman, & Ryan, 2002; Turner, Meyer, & Midgley, 2003).”