Psychological parameters of students' social and work avoidance goals : a qualitative investigation

By M. Dowson, D. McInerney. 2001

296 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/75451497256029cf6954081d26703aea30ceaa86

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

In Safety Research

In Social Psychology

Citations in the corpus

Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice (2009, background): “…social reasons for achievement, such as affiliating with others, gaining approval from others (e.g., parents and peers), and complying with group norms (Dowson & McInerney, 2001, 2003; Elliot, 1997, 1999; McInerney, Roche, McInerney, & Marsh, 1997; Middleton & Midgley, 1997; urdan & Maehr, 1995).”
Studying for the sake of others: the role of social goals on academic engagement (2012, methodology): “Social responsibility goals as defined in this study have rarely been studied in the literature although the results of our study corroborate the qualitative findings of Dowson and McInerney (2001, 2003).”
The Development and Validation of the Goal Orientation and Learning Strategies Survey (Goals-S) (2004, methodology): “…goals and strategies has consistently made the theoretical distinction between students’academic and social goals (e.g., see Blumenfeld, 1992; Dowson & McInerney, 2001; Urdan & Maehr, 1995) and their cognitive and metacognitive strategies (Barker, Dowson, & McInerney, in press; Bergin, 1998;…”
Exploring the links between students' engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom (2007, methodology): “With the exception of a few studies (e.g., Dowson & McInerney, 2001; Lemos, 1996), students’ subjective goal definitions have not been the subject of research.”
The interaction between social goals and self-construal on achievement motivation (2013, background): “In the present research, we defined social goals as students’ social reasons for wanting to achieve academically (Dowson & McInerney, 2001, 2003; Urdan & Maehr, 1995).”
Positive Classroom Motivational Environments : Convergence between Mastery Goal Structure and Classroom Social Climate. (2011, background): “…reasons for engaging in schoolwork, such as behaving appropriately so that the teacher will let them stay sitting with friends or working hard to maintain high achievement in a disliked subject so they can stay in the advanced class that their friends are in (Dowson & McInerney, 2001; Lemos, 1996).”
A Study of Relationship between Achievement Motivation, Self Concept and Achievement in English and Mathematics at Secondary Level (2011, background): “Social goals are another important type of goals, although not examined at length as mastery and performance goals (Dowson & McInerney, 2001).”