Competence and Motivation: Competence as the Core of Achievement Motivation.

By A. Elliot, Carol S. Dweck. 2005

257 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/43869cb03aac15993e2eb733c9194b285fdbb17f

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Citations in the corpus

Examining the Construct Validity of Mastery-Avoidance Achievement Goals: A Meta-Analysis (2010, background): “Recognizing the disarray of the achievement goal literature, Elliot and Dweck (2005) organized the achievement goal literature according to two dimensions: competence and valences.”
Theory of mind: The state of the art* (2018, background): “…the child, e.g. ‘You’re not very good at math’) as opposed to process-oriented criticism (‘You failed to carry from the 10s place’) appears to increase children’s learned helpfulness and so decreases their effective, persistent performance (e.g. Elliot & Dweck, 2005; Kamins & Dweck, 1999).”
Learning at the workplace and sustainable employability: a multi-source model moderated by age (2016, background): “…that jobs with a high amount of learning value are positively associated with employee development (Berings, Poell, & Simons, 2008; DeRue & Wellman, 2009; Dragoni, Tesluk, Russell, & Oh, 2009), and may satisfy employees’ needs to develop new competences (Elliot & Dweck, 2005; Ryan & Deci, 2000).”
Within-Person Fluctuations of Proactive Behavior: How Affect and Experienced Competence Regulate Work Behavior (2012, background): “This notion is aligned with the proposition that the “need for competence instigates and activates behavior that is oriented toward competence” (Elliot & Dweck, 2005, p. 6), and it is also in accordance with other theories presupposing that humans actively influence their inner states (e.g.,…”
Exploring the relative and combined influence of mastery‐approach goals and work intrinsic motivation on employee turnover intention (2010, background): “However, despite the emphasis on autonomy and competence in both theories, they have evolved somewhat independently within the motivational literature, which is an unfortunate oversight (Elliot and Dweck, 2005).”
Synthesis of Discipline-Based Education Research in Physics. (2014, unknown): “, & Mzoughi, T. (2008). Preliminary study of impulse-momentum diagrams.”
Antecedents and consequences of approach and avoidance achievement goals: A test of gender invariance (2008, background): “According to Elliot (1999, 2005b), perceived competence is considered to be a primary antecedent of goal adoption.”
Measuring Students' Motivation: Validity Evidence for the MUSIC Model of Academic Motivation Inventory. (2016, methodology): “The success component of the MUSIC model is consistent with constructs such as expectancy for success (Eccles et al., 1983; Eccles & Wigfield, 1995; Wigfield & Eccles, 2000), self-efficacy (Bandura, 1986), and competence motivation (Elliot & Dweck, 2005; White, 1959).”
The impact of Emotional Intelligence on academic achievement: A longitudinal study in Portuguese secondary school (2015, background): “Furthermore, students with higher emotional competence define greater academic goals and reflect better levels of self-discipline, motivation, stress regulation, work organization, learn more and have higher grades (Duckworth & Seligman, 2005; Elliot & Dweck, 2005).”