The Contributions and Prospects of Goal Orientation Theory

By Avi Kaplan, M. Maehr. 2007

985 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4240c39b334a5eaca5a6acc55f934469fef37733

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

In Safety Research

In Social Psychology

Citations in the corpus

The effect of tertiary teachers’ goal orientations for teaching on their commitment: the mediating role of teacher engagement (2016, background): “In contrast, performance goal orientation, grounded on fixed intelligence or entity theory, focused on demonstrating competence in comparison to others (Kaplan & Maehr, 2007).”
Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes (2010, background): “A focus on obtaining higher grades than peers has been labeled a Performance Approach (PAp) goal (Elliot and Harackiewicz 1996) within the achievement goal literature (Elliot 2005; Kaplan and Maehr 2007).”
Perceived competence moderates the relation between performance-approach and performance-avoidance goals (2012, neutral): “…high test anxiety, low academic performance, low intrinsic motivation; for reviews, see Darnon, Butera, Mugny, Quiamzade, & Hulleman, 2009; Hulleman, Schrager, Bodmann, & Harackiewicz, 2010; Kaplan & Maehr, 2007; Meece, Anderman, & Anderman, 2006; Murayama, Elliot, & Friedman, in press).”
Extending the 3 × 2 achievement goal model to the sport domain: The 3 × 2 Achievement Goal Questionnaire for Sport (2015, neutral): “…motivation and behavior (for reviews, see Deshon & Gillespie, 2005; Elliot, 2005; Harwood, Spray, & Keegan, 2008; Hulleman, Schrager, Bodmann, & Harackiewicz, 2010; Kaplan & Maehr, 2007; Lochbaum & Gottardy, in press; Roberts, Treasure, & Conroy, 2007; Van Yperen, Blaga, & Postmes, 2014).”
How Are We Doing After 30 Years? A Meta-Analytic Review of the Antecedents and Outcomes of Feedback-Seeking Behavior (2015, background): “Furthermore, some scholars have argued that a performance goal orientation may lead to favorable attitudes toward feedback as feedback may be instrumental for enhancing performance and thus also for outperforming others in the long run (Kaplan & Maehr, 2007).”
Positive Classroom Motivational Environments : Convergence between Mastery Goal Structure and Classroom Social Climate. (2011, background): “Two influential frameworks have been achievement goal structures—students’ perceptions of the motivational emphases in their classroom (Ames, 1992b; Kaplan & Maehr, 2007; Meece, Anderman, & Anderman, 2006) and the classroom social climate (see e.g., Fraser, 2000; Haertel, Walberg, & Haertel, 1981).”
Culturalizing Achievement Goal Theory and Research (2011, methodology): “To ground the reader in achievement goal theory, we begin with an overview, which will necessarily be brief (for a more in-depth analysis, see Elliott, 2005; Kaplan & Maehr, 2007 ; Maehr & Zusho, 2009 ).”
Achievement Goals, Reasons for Goal Pursuit, and Achievement Goal Complexes as Predictors of Beneficial Outcomes: Is the Influence of Goals Reducible to Reasons? (2017, positive): “Mastery goals are thought to direct attention to the achievement activity itself and increase appraisals of task controllability and self-efficacy, thereby facilitating the positive subjective value of the task (Dweck, 1999; Kaplan & Maehr, 2007; Pekrun, Elliot, & Maier, 2006).”
Effects of Perceived Teacher Practices on Latino High School Students’ Interest, Self-Efficacy, and Achievement in Mathematics (2014, background): “…align assessment with learning objectives (e.g., Resnick & Resnick, 1992), prioritize learning over grades (e.g., Greene & Miller, 1996; Greene, Miller, Crownson, Duke, & Akey, 2005; Stipek et al., 1998), and foster mastery goals (e.g., Ames, 1992; Kaplan & Maehr, 2007; Urdan & Schoenfelder, 2006).”
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 .”
Motivational climate and changes in young athletes’ achievement goal orientations (2009, background): “Although there are several variants of achievement goal theory (e.g., Elliot and McGregor 2001; Harackiewicz et al. 2002; Kaplan and Maehr 2007 ), all of them posit two orthogonal goal perspectives in achievement settings, namely task (mastery) and ego (performance) involvement.”