Goal Theorists Should Move on From Performance Goals

By J. Brophy. 2005

409 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/664ff4e763141b97b3890223333a5060992b19ee

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

A meta-analytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels? (2010, background): “include impression management or normative comparison components in the performance goal construct (Brophy, 2005; Elliot & Thrash, 2002; Grant & Dweck, 2003; Urdan, 1997), and whether to conceptualize achievement goals as broad orientations or more precise goal-focused strivings (Elliot & Thrash, 20”
Achievement goals in educational contexts: A social psychology perspective (2012, neutral): “In addition, we think it contributes to an important debate that has been ongoing in this field for the last 15 years (e.g., Brophy, 2005; Harackiewicz et al., 2002; Kaplan & Middleton, 2002; Senko et al., 2011).”
Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals (2014, background): “Third, because different aspects of the omnibus goal construct are often operationalized simultaneously, it remains unclear which aspects are driving the observed effects (see also Brophy, 2005).”
Effects of Parent-Child Relationships and Classroom Goal Structures on Motivation, Help-Seeking Avoidance, and Cheating (2008, background): “Researchers arguing about the potential harm of a performance-approach goal often point to the possibility that students with a strong performance-approach goal switch to a performance-avoidance goal over time as learning becomes increasingly more challenging (Bong, 2005; Brophy, 2005).”
Perceived structure and achievement goals as predictors of students' self-regulated learning and affect and the mediating role of competence need satisfaction (2013, background): “Undoubtedly, classrooms characterized by appropriate support and guidance facilitate desired academic outcomes (Jang, Reeve, & Deci, 2010; Reeve, 2006) and the same seems true for students' endorsement of mastery-approach goals (Brophy, 2005; Elliot, 2005).”
Flourishing: Achievement-related correlates of students’ well-being (2009, background): “, Barron & Harackiewicz, 2003; Brophy, 2005; Elliot & Moller, 2003; Midgley, Kaplan, & Middleton, 2001; Moller & Elliot, 2006). In the current study, performance-approach goals correlated negatively with procrastination and positively with self-reported grades, as did mastery-approach goals. Adaptiv”
Classification of Students with Reading Comprehension Difficulties: The Roles of Motivation, affect, and Psychopathology (2006, background): “Although competitiveness proved to be maladaptive in the context of the present study, other researchers have considered competitive goals adaptive (e.g., Harackiewicz et al., 2002), but contrasting views are also present (Brophy, 2005; Midgley et al., 2001).”
The Intersection of Culture and Achievement Motivation. (2011, background): “It is worth noting that numerous researchers have come to the conclusion that a performance-oriented approach to motivation, which often takes the form of promoting competition, is not generally productive for any students (Brophy, 2005; Meece, Anderman, & Anderman, 2006).”
Age-Related Differences in Achievement Goal Differentiation. (2009, background): “There has been a proposal that students with a strong performance-approach goal would quickly switch to a performance-avoidance goal when they experience failure or when their learning environments become increasingly challenging (Bong, 2005; Brophy, 2005).”