The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions

By Isabelle Plante, Paul A. O’Keefe, M. Théorêt. 2013

122 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/51a3b9fce2d43070638bd70a76037eac2f825ee0

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. Rebecca Lazarides
2. H. Watt
3. Kim Peters
4. Michelle K. Ryan
5. Thekla Morgenroth
6. Paul W. Richardson
7. Rachael D. Robnett

In Social Psychology

1. Rebecca Lazarides
2. H. Watt
3. Kim Peters
4. Michelle K. Ryan
5. Thekla Morgenroth
6. Paul W. Richardson
7. Rachael D. Robnett

Citations in the corpus

• The Motivational Theory of Role Modeling: How Role Models Influence Role Aspirants’ Goals (2015, methodology): “…role modeling process, such as behavioral intentions (Maddux et al., 1986; Meece et al., 1990), career and achievement goals (Nagengast et al., 2011; Plante et al., 2013; Shapira, 1976; Wang, 2012), educational and occupational choices (Eccles et al., 1998), intended effort (Renko et al., 2012),…”
• Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions (2015, background): “Concordantly, Urdan et al. (1998) revealed that the correlation between student perceptions of a performance classroom goal structure and teachers’ reported use of performanceoriented instructional practices was positive, but not significant.”