Performance-Approach Goals: Good for What, for Whom, under What Circumstances, and at What Cost?.

By C. Midgley, Avi Kaplan, Michael J. Middleton. 2001

1,293 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3ff6df30c2c7d4ee687c945c16a835dfa570661e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. A. Elliot
2. Kou Murayama
3. Reinhard Pekrun
4. Maarten Vansteenkiste
5. Allan Wigfield
6. Judith M. Harackiewicz
7. Avi Kaplan
8. Corwin Senko

In Social Psychology

1. A. Elliot
2. Maarten Vansteenkiste
3. Kou Murayama
4. Reinhard Pekrun
5. Allan Wigfield
6. W. Lens
7. Avi Kaplan
8. Bart Soenens

Citations in the corpus

• Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, background): “A complete discussion of this debate is beyond the scope of this article; interested readers should see Harackiewicz, Barron, Pintrich, Elliot, and Thrash (2002), Kaplan and Middleton (2002), Kaplan and Maehr (2007), Linnenbrink (2005), Midgley et al. (2001), and Maehr and Zusho (2009).”
• Motivational Influences on Transfer (2006, background): “…is considerable debate surrounding the issue of whether or not performance-approach goals are desirable, under what conditions they might be desirable, and whether they should be fostered by educators (Harackiewicz, Barron, Pintrich, Elliot, & Thrash, 2002; Linnebrink, 2005; Midgley et al., 2001).”
• Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance. (2009, background): “…Lehto, & Elliot, 1997), performance-based goals seem to be the stronger, more robust predictors of performance, at least for undergraduates' short-term performance in normatively evaluated examination contexts (see Harackiewicz, Barron, Pintrich, Elliot, & Thrash, 2002; Midgley et al., 2001).”
• Perceived Achievement Goal Structure and College Student Help Seeking. (2004, background): “This has implications for the distinction between these goals (Harackiewicz, Barron, Pintrich, Elliot, & Thrash, 2002; Kaplan & Middleton, 2002; Midgley et al., 2001).”
• Professional Development Implications of Teachers' Beliefs and Attitudes Toward English Language Learners (2004, neutral): “This approach (e.g., Midgley, Kaplan, & Middleton, 2001; Midgley,”
• Achievement Goals and Persistence Across Tasks: The Roles of Failure and Success (2011, neutral): “IN THE PAST FEW YEARS, achievement goal theory became one of the most highly used frameworks to conceptualize motivation in achievement settings, particularly schools (Elliot, 1999; Pintrich, 2000 ).”