A 2 X 2 achievement goal framework.

By A. Elliot, Holly Mcgregor. Journal of Personality and Social Psychology, 2001

4,067 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/54fcbb82c0eb8b3c50c1dbf48781af7111ca0b12

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 Social Psychology

Citations in the corpus

Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals (2014, background): “In most studies, individuals were said to be mastery oriented when they were striving to master the requirements of the task (e.g., Elliot & McGregor, 2001); yet some scholars also considered individuals’ attempts to surpass an intrapersonal standard as an adequate operationalization of mastery…”
Implicit theories and IQ test performance: A sequential mediational analysis ☆ (2008, background): “As such, achievement situations are likely to be highly threatening events for entity theorists, because they are at risk of being exposed as immutably incompetent in such situations (Dweck, 1986; Elliot & McGregor, 2001).”
Procrastination: Associations with achievement goal orientation and learning strategies (2007, background): “However, Elliot and McGregor (2001) showed that a mastery-avoidance orientation correlated with fear of failure and related traits, suggesting that such goals may be associated with greater procrastination (Ferrari, 2004; Steel, in press).”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, background): “Elliot and McGregor (2001) developed a questionnaire called the Achievement Goal Questionnaire to assess mastery and performance approach and avoidance goals, and Elliot and Murayama (2008) presented a revised version of the measure.”
Testing a motivational model of achievement: How students’ mathematical beliefs and interests are related to their achievement (2012, background): “Students who focus on learning and mastering a task are said to have a mastery-approach goal, whereas students who focus on avoiding not learning have a mastery-avoidance goal ( Elliot and McGregor 2001 ).”
Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness (2013, background): “Similarly, we predicted that the entertainment instruction would encourage them to pursue the perfomance–avoidance goals by promoting their fear of failing and performing more badly than the others (Elliot & McGregor, 2001).”
Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals. (2014, neutral): “…extension of this dichotomous model through the incorporation of approach and avoidance goals into mastery and performance goals (see Elliot, 1999; Elliot & McGregor, 2001), an increasing number of researchers have distinguished between four types of achievement goals: mastery-approach goals, the…”
The role of students' motivation and participation in predicting performance in a MOOC (2016, methodology): “Further developments in achievement goal research emphasised the need to distinguish approach and avoidance tendencies within the major categories of mastery and performance goals resulting in a two-by-two classification (e.g., Elliot & McGregor, 2001).”
The Relationships between Intrinsic Motivation, Extrinsic Motivation, and Achievement, Along Elementary School (2014, neutral): “…under certain circumstances, depending on the outcomes assessed, on student’s age, or on the classroom context (e.g. Barron & Harackiewicz, 2001; Elliot & McGregor, 2001; Greene, Miller, Crowson, Duke & Akey, 2004; Harackiewicz, Barron, Pintrich, Elliot, & Thrash, 2002; Midgley, Kaplan, &…”
Coping With the Effects of Fear of Failure: A Preliminary Investigation of Young Elite Athletes (2009, positive): “Fear of failure underpins the adoption of performance-avoidance goals, which can elicit anxiety, lead to debilitate performance, and cause individuals to lose interest in the activity and eventually to drop out (e.g., Elliot & Harackiewicz, 1996; Elliot & McGregor, 2001).”