Taiwanese Sixth Graders’ Achievement Goals and Their Motivation, Strategy Use, and Grades: An Examination of the Multiple Goal Perspective

By Shu-Shen Shih. The Elementary school journal, 2005

88 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6a07c2965a32e27b1ac68d6c109d2b6f65d9f2d6

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Citations in the corpus

Perceived competence moderates the relation between performance-approach and performance-avoidance goals (2012, methodology): “Psychometric analyses using both exploratory and confirmatory factor analysis have clearly supported the separation of the two goals, despite their moderate to high positive association (Day, Radosevich, & Chasteen, 2003; Finney, Pieper, & Barron, 2004; Murayama, Zhou, & Nesbit, 2009; Shih, 2005; Si”
Motivation across a transition: Changes in achievement goal orientations and academic well-being from elementary to secondary school (2020, methodology): “…Harackiewicz, Barron, Carter, Lehto, & Elliot, 1997) or the comparison of groups formed through median-split procedures (e.g., Pintrich, 2000; Shih, 2005) to the application of more appropriate person-oriented analyses relying on either cluster analyses (e.g., Conley, 2012; Kolić-Vehovec et…”
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “…school students to college students (e.g., Duda & Nicholls, 1992; Hulleman, Durik, Schweigert, & Harackiewicz, 2008; Leondari & Gialamis, 2002; Senko & Harackiewicz, 2005b; Shih, 2005; for reviews of normative performance goal effects, see Elliot & Moller, 2003, and Moller & Elliot, 2006).”
Chinese mindset: theories of intelligence, goal orientation and academic achievement in Hong Kong students (2015, result): “This finding is rare in literature on Western populations, in which performance-avoidance goals are typically found to be maladaptive and negatively correlated with mastery goals (Elliot, 2005; Elliot & Church, 1997; Urdan, 1997); however, a similar positive association has been found in a few Chine”
Self‐construal and students’ math self‐concept, anxiety and achievement: An examination of achievement goals as mediators (2014, background): “…or unrelated to test anxiety, negative affect and avoidance behaviors (e.g., Elliot & McGregor, 2001; Howell & Buro, 2009; Howell & Watson, 2007; Shih, 2005), while performance approach goals measured as competence demonstration were positively related or unrelated to these variables (e.g.,…”
The assessment of metacognition in children aged 4–16 years: a systematic review (2017, background): “…van der Werf, & Lubbers (2000); Law, Chan, & Sachs (2008); Metallidou & Vlachou (2010); Ommundsen (2003); Pintrich & De Groot (1990); Shih (2005); Wolters (1996); Yumusak, Sungur, & Cakirglu (2007); Zusho & Barnett (2011) 56 item self-report questionnaire (items on student…”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “Skaalvik, 1997) and heightened test anxiety, avoidance of help seeking, and self-handicapping (e.g., Elliot & McGregor, 2001; Middleton & Midgley, 1997; Midgley & Urdan, 2001; Pekrun et al., 2006, 2009; Shih, 2005; E. Skaalvik, 1997; S. Skaalvik & Skaalvik, 2005).”