Revisiting the benefits of performance-approach goals in the college classroom: exploring the role of goals in advanced college courses☆

By K. Barron, Judith M. Harackiewicz. 2003

153 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3ad8ef6a3c41a5deca0ce4b7f40cb07d6d370a1b

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Understanding the impact of intrinsic versus extrinsic goal framing on exercise performance: The conflicting role of task and ego involvement (2007, background): “…the positive effects of an ego-approach orientation on performance that has been observed in various correlational (either cross-sectional or longitudinal) studies at the domain level of generality, especially in the educational domain (e.g., Elliot & McGregor, 1999; Barron & Harackiewicz, 2003).”
Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics (2018, unknown): “Other studies have also shown that although performance-ap-proach goals are not associated with some positive outcomes such as intrinsic motivation (Murayama & Elliot, 2009) and challenge seeking (Lee & Kim, 2014), they predict academic performance (Barron & Harackiewicz, 2003; Wolters, 2004).”
Perceived structure and achievement goals as predictors of students' self-regulated learning and affect and the mediating role of competence need satisfaction (2013, result): “One likely reason for the sometimes inconsistent findings that concern performance-approach goals may lie in the potentially moderating role of the learning environment (Barron & Harackiewicz, 2003).”
Examining Hong Kong students’ achievement goals and their relations with students’ perceived classroom environment and strategy use (2008, background): “Previous studies have found that performance‐approach goals are mainly beneficial to students’ cognitive engagement and achievement at the college level (Barron & Harackiewicz, 2003 ; Elliot & Church, 1997 ; Harackiewicz et al, 1998 ; Urdan, 1997 ).”
Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals (2014, background): “Further, the consideration of autonomous and controlled reasons may shed new light on the selective goal hypothesis (Barron & Harackiewicz, 2001, 2003).”
Flourishing: Achievement-related correlates of students’ well-being (2009, background): “This particular goal orientation has been the subject of debate concerning its role in academic self-regulation (e.g., Barron & Harackiewicz, 2003; Brophy, 2005; Elliot & Moller, 2003; Midgley, Kaplan, & Middleton, 2001; Moller & Elliot, 2006).”
Multiple Achievement Goals and Multiple Pathways for Learning: The Agenda and Impact of Paul R. Pintrich (2005, background): “…cluster analysis, to deal with the increased complexity of these multiple goal models may also be a solution (e.g., Pastor, Barron, Davis, & Miller, 2004), and we think it will be important to employ a variety of analytic techniques to explore multiple goal dynamics (Barron & Harackiewicz, 2003).”
Using Goals to Motivate College Students: Theory and Evidence From Field Experiments (2020, unknown): “…suggesting that performancebased goal setting has strong, positive effects on performance (e.g., Zimmerman & Bandura, 1994; Schutz & Lanehart, 1994; Harackiewicz et al., 1997; Elliot & McGregor, 2001; Barron & Harackiewicz, 2003; Linnenbrink-Garcia, Tyson, & Patall, 2008; Darnon et al., 2009).”