Early Adolescents' Achievement Goals, Social Status, and Attitudes Towards Cooperation with Peers

By Inbal Levy, Avi Kaplan, H. Patrick. 2004

142 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5751c7baf154c007e02879fc91cf412b5bfa18c8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Y. Nie
2. Céline Darnon
3. M. Maehr
4. P. Vedder
5. S. Lau
6. Daphne Hijzen
7. Fabrizio Butera
8. Avi Kaplan

In Experimental and Cognitive Psychology

1. Céline Darnon
2. Fabrizio Butera
3. Y. Nie
4. Sheree M. Schrager
5. Dominique Muller
6. S. Lau
7. M. Maehr
8. Avi Kaplan

In Social Psychology

1. Céline Darnon
2. Fabrizio Butera
3. Y. Nie
4. Avi Kaplan
5. S. Lau
6. Sheree M. Schrager
7. P. Vedder
8. M. Maehr

Citations in the corpus

• The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome (2008, background): “Previous studies have shown that performance-approach goal-oriented students are highly concerned with maintaining their competence status relative to other students in the learning context (Anderman & Anderman, 1999; Kaplan, 2004; Levy et al., 2004).”
• Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “Mastery goals are linked with openness to working with classmates (Levy et al., 2004), candid sharing of one’s opinions (Poortvliet et al., 2007), and tolerance for opposing opinions (Darnon, Muller, Schrager, Pannuzzo, & Butera, 2006), all of which may help explain why these goals promote…”
• The Contributions and Prospects of Goal Orientation Theory (2007, background): “The evaluation of Maehr and Midgley_s (1996) extensive 3-year long intervention, which involved two target schools (1 elementary and one middle-level) and two control schools found that students who attended the control schools reported more personal performance goals orientation and extrinsic goals”
• Mastery and performance goals predict epistemic and relational conflict regulation (2006, background): “For example, mastery goals have been shown to favor the search for information from others (Cheung, Ma, & Shek, 1998), the willingness to cooperate with them (Kaplan, 2004; Levy et al., 2004), and the willingness to ask for help (Butler & Neuman, 1995; Karabenick, 2003; Middleton & Midgley, 1997; A.”
• Exploring the links between students' engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom (2007, result): “This finding seems in line with findings of a study of Levy, Kaplan, and Patrick (2004) who found that mastery oriented students’ evaluated cooperation in the first place based on its contribution to their academic goals.”