Goals, Values, and Affect: Influences on Student Motivation

By Eric M. Anderman, C. Wolters. 2006

236 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/76776a204389559feae74380821596f735f3782e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Integration , Motivation , Strengths and Optimism : Retention Theories Past , Present and Future (2012, background): “On the other hand, if a student attributes failure to low-ability and low-ability is perceived to be internal, stable and uncontrollable, the student may experience shame and feel hopeless (Anderman & Wolters, 2006).”
Mathematically gifted students and high achievement: the role of motivation and classroom structure (2015, background): “Concerning mastery goals, the evidence is mixed, with some research finding no significant associations with achievement (see Anderman & Wolters, 2006 for a summary) and other research suggesting a significant positive connection under particular conditions such as experimental settings…”
Handbook of Research on Learning and Instruction (2011, background): “Although laboratory-based studies attempt to recreate natural or emergent sporting environments, laboratory environments still may not be authentic.”
Positive Classroom Motivational Environments : Convergence between Mastery Goal Structure and Classroom Social Climate. (2011, unknown): “…positive school-related affect, satisfaction with learning, and achievement (Ames & Archer, 1988; L. H. Anderman, 1999; Kaplan & Midgley, 1999; Murdock, Hale, & Weber, 2001; Nolen, 2003; Urdan & Midgley, 2003; Wolters, 2004; for reviews see Kaplan & Maehr, 2007; E. M. Anderman & Wolters, 2006).”
Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. (2013, background): “In mainstream motivational research, there are numerous studies exploring the relationship between goalorientations and motivated engagement (e.g. Anderman and Wolters, 2006, e.g. Diener and Dweck, 1978, Diener and Dweck, 1980, Pintrich and Garcia, 1991, Pintrich and Schrauben, 1992, Wolters and…”
Beliefs and engagement structures: behind the affective dimension of mathematical learning (2011, background): “Alternatively, as one student attempts to teach another, his peer may not regard him as especially knowledgeable or smart and reject the help.”
Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School (2015, background): “For example, there is student-level mathematics (self-) efficacy and also collective (class level) mathematics efficacy, sometimes referred to as classroom climate (Anderman & Wolters, 2006).”
Motivational Perspectives on Student Cheating: Toward an Integrated Model of Academic Dishonesty (2006, background): “Although mastery goals are typically associated with more effective strategy use, more sustained effort, and other desirable motivational outcomes, performance goals are typically related to higher grades (Anderman & Wolters, 2006; Bandura, 1997).”
Impulsivity and Academic Cheating (2009, background): “…classroom goal structures and achievement generally indicates that a mastery goal structure is unrelated to achievement, whereas perceptions of a performance goal structure have been found to be related both inversely and positively to achievement (Anderman & Wolters, 2006; Urdan & Midgley, 2001).”