An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research.

By P. Pintrich. Contemporary Educational Psychology, 2000

1,446 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/6913a8b2480328dfd04bee6228ab16f74ae0c95b

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. A. Elliot
2. Allan Wigfield
3. Kou Murayama
4. Maarten Vansteenkiste
5. Andrew J. Martin
6. Reinhard Pekrun
7. Judith M. Harackiewicz
8. Herbert W. Marsh

In Safety Research

1. Allan Wigfield
2. Maarten Vansteenkiste
3. Andrew J. Martin
4. M. Bong
5. A. Elliot
6. Herbert W. Marsh
7. Judith M. Harackiewicz
8. Jacquelynne S. Eccles

In Social Psychology

1. A. Elliot
2. Maarten Vansteenkiste
3. Kou Murayama
4. Allan Wigfield
5. Andrew J. Martin
6. W. Lens
7. Herbert W. Marsh
8. Reinhard Pekrun

Citations in the corpus

• Perceiving school performance as instrumental to future goal attainment: Effects on graded performance (2005, background): “Achievement goals are both conceptually and empirically distinct from the types of goals represented by PI (Husman et al., 2004; Miller et al., 1999; Pintrich, 2000).”
• Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals (2014, methodology): “The next step then involved applying the valence dimension systematically across both performance and mastery goals, such that a 2 £ 2 framework was developed (Elliot, 1999; Pintrich, 2000).”
• Developments in motivation and achievement during primary school: A longitudinal study on group-specific differences (2013, background): “Motivational values form a very broad component of motivation that entails many different aspects, among others, intrinsic motivation (Ryan & Deci, 2000), task value (Wigfield & Cambria, 2010), interest (Renninger, 2000), and goal orientations (Pintrich, 2000).”
• Striving for social dominance over peers: The implications for academic adjustment during early adolescence. (2008, background): “Goals are cognitive representations of things students want to accomplish and provide direction and energy for behavior (Ames, 1992; Elliot, 1999; Pintrich, 2000; Urdan, 1997).”
• ‘All you need is brand love’: a critical review and comprehensive conceptual framework for brand love (2019, methodology): “In addition to the three primary frameworks employed, the application of additional conceptual lenses, including motivational analyses and goal theory (Bagozzi & Dholakia, 1999; Epp & Price, 2011; Locke & Latham, 2006; Pintrich, 2000) would be advantageous.”
• Connecting with Learning: Motivation, Affect and Cognition in Interest Processes (2006, background): “The predictive relation between trait and state is variable, and in some cases the state may be independent of relevant trait dimensions (Mischel & Shoda, 1995; Mischel, Shoda, & Mendoza-Denton, 2002; Pintrich, 2000 ).”
• A Closer Look at College Students: Self-Efficacy and Goal Orientation (2007, methodology): “However, as Pintrich (2000a) suggested, it may not be easy to conceptualize a mastery-avoidance goal.”
• Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research (2015, background): “Our interest in cognitive engagement strategies that would vary in 1We later realized that our conceptualization evolved toward goal theory (Pintrich, 2000) and then adopted the language of mastery goals.”
• Correlates of achievement goal orientations in physical activity: A systematic review of research (2003, background): “It is argued that achievement goals represent an integrated and systematic approach to the study of human motivation in achievement settings because they encompass not just the reasons for engaging in an achievement task but also the standards or criteria for judging successful performance (86).”
• The Big Five personality traits, goal orientations, and academic achievement (2017, background): “…report an intrinsic interest in gaining knowledge) and performance goal orientations (where learners report a motivational focus on grades and demonstrating their abilities to others) (Fryer & Elliot, 2008; Maehr & Zusho, 2009; Pintrich, 2000a, 2000b; Pintrich, 2003; Wosnitza & Volet, 2012).”
• Clarifying achievement goals and their impact. (2003, background): “…Ames, 1992; Ames & Archer, 1988; Butler, 1987, 1993; Dweck & Elliott, 1983; Dweck & Leggett, 1988; Elliott & Dweck, 1988; Harackiewicz, Barron, Carter, Lehto, & Elliot, 1997; Kaplan & Maehr, 1999; Middleton & Midgely, 1997; Nicholls, 1984; Pintrich, 2000a; Rawsthorne & Elliot, 1999; Utman, 1997).”