Achievement goals and discrete achievement emotions : A theoretical model and prospective test

By Reinhard Pekrun, A. Elliot, Markus A. Maier. 2006

902 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5f3cc8cc930397c95b09583716f244474351ae8b

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

A Motivational Perspective on Engagement and Disaffection (2009, background): “and shame (Weiner, 1985); self-determination theory emphasizes experiences of psychological freedom or pressure (Deci & Ryan, 1985); learned helplessness includes cognitive and self-esteem deficits (Peterson et al., 1993); volition perspectives focus on cognitive and energetic depletion (Kuhl, 1984)”
Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach (2016, methodology): “From a theoretical perspective, in the model developed by Pekrun et al. (2006, 2009) goals are posited to influence students’ emotions.”
Predicting school achievement in boys and girls (2008, background): “In a German undergraduate student sample, Pekrun, Elliot, and Maier (2006) found girls to be more oriented towards learning goals but could not replicate sex differences in performance goals.”
Emotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspective (2015, background): “Indeed, Pekrun, Elliot, and Maier (2006) suggest that inconsistent findings in research on achievement goals and affect may be due to combining different emotions into single measures of positive and negative affect.”
The impact of grades on student motivation (2018, background): “Even among high-performing students, concerns such as entrance into graduate schools and the need to ‘competently’ protect feelings of self-worth led students to avoid challenging courses, teachers or careers (Crocker et al., 2003; Pekrun et al., 2006; Smyth et al., 2015).”
Emotions as Drivers of Learning and Cognitive Development (2011, background): “Specifically, Pekrun’s (2006; Pekrun, Elliot, & Maier, 2006, 2009 ) control-value theory implies that mastery goals should focus attention on the controllability and positive values of task activities, thus promoting positive activity emotions such as enjoyment of learning, and reducing negative ac”
How transformational leadership and employee motivation combine to predict employee proenvironmental behaviors in China (2013, background): “, positive emotions, setting difficult goals, feedbackseeking, and task persistence) that enhance performance of PEBs (McGregor & Elliot, 2002; Pekrun et al., 2006).”
Happiness at work. (2010, positive): “Goal orientation may be an important moderator in this regard (Pekrun et al. 2006).”