Clarifying achievement goals and their impact.

By Heidi Grant, Carol S. Dweck. Journal of Personality and Social Psychology, 2003

1,489 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/4e72d59b628b747c553c90caeac9f901481e1d21

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Citations in the corpus

Motivational Influences on Transfer (2006, neutral): “…are mixed, with some studies finding a positive relation (Button, Mathieu, & Zajac, 1996; Church, Elliot, & Gable, 2001; Dweck & Leggett, 1988; Grant & Dweck, 2003; Linnebrink, 2005; Wolters, Yu, & Pintrich, 1996), and others, particularly in college, finding no relation (Elliot & Church,…”
Goal Theorists Should Move on From Performance Goals (2005, background): “ Grant and Dweck (2003) , for example, identified three types of performance goal orientations: outcome goals that are simply focused on obtaining positive outcomes (do well in my courses, get good grades), ability goals that are linked to validating one’s ability (confirm my intelligence through my”
Age-Related Differences in Achievement Goal Differentiation. (2009, background): “Whether performance goals operationalized in different ways (e.g., outcome goals, see Grant & Dweck, 2003) should also exhibit this developmental pattern remains to be seen.”
Classroom goal structure, student motivation, and academic achievement. (2006, background): “The processes by which mastery goals affect academic performance needs further examination (Grant & Dweck 2003, Herman et al. 2005).”
Teachers' goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout (2010, background): “…2007) has argued that the terms mastery and ability goals (e.g., Ames & Ames, 1984) better capture the central difference emphasized by all goal theorists between strivings to acquire competence and strivings to demonstrate or prove ability (see also Grant & Dweck, 2003; Urdan & Maehr, 1995).”
Implicit Theories of Intelligence, Goal Orientation, Cognitive Engagement, and Achievement: A Test of Dweck's Model with Returning to School Adults. (2005, background): “behaviors her model predicts should be strongest when students are confronted with challenging or diYcult tasks (e.g., Dweck & Leggett, 1988; Grant & Dweck, 2003 ).”
What Can Be Learned from Growth Mindset Controversies? (2020, background): “First, Burgoyne et al. (2020) asked about normative-focused performance goals (“I worry about the possibility of performing poorly”), not appearance/ ability-focused goals (cf. Grant & Dweck, 2003; Hulleman et al., 2010).”
Mindsets: A View From Two Eras (2019, background): “…of achievement goal theory by showing that student’s achievement goals—performance goals (the goal of validating or proving your ability) versus learning goals (the goal of developing your ability)— could set the stage for the different reactions to setbacks (see also Grant & Dweck, 2003).”
The Relationships between Intrinsic Motivation, Extrinsic Motivation, and Achievement, Along Elementary School (2014, positive): “Supporting this hypothesis, some recent conceptual arguments and empirical findings (Grant & Dweck, 2003; Lemos, 1996; Mouratidis, Lens, & Sideridis, 2010; Tuominen-Soini, Salmela-Aro, & Niemivirta, 2008; Urdan, 2004; Urdan & Mestas, 2006) have distinguished between competitively pursuing good…”