Revision of achievement goal theory: Necessary and illuminating.
By Judith M. Harackiewicz, K. Barron, P. Pintrich, A. Elliot, Todd M. Thrash. 2002
1,362 citations recorded by the source corpus.
Subfields: Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/7b141164b3a6e1d0c90c84f649eb17424a9dd216
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
- A. Elliot
- Maarten Vansteenkiste
- Judith M. Harackiewicz
- Kou Murayama
- Chris S. Hulleman
- M. Bong
- Reinhard Pekrun
- Allan Wigfield
In Social Psychology
- A. Elliot
- Maarten Vansteenkiste
- Kou Murayama
- M. Bong
- Reinhard Pekrun
- W. Lens
- Avi Kaplan
- Allan Wigfield
Citations in the corpus
- Implicit Theories of Intelligence, Goal Orientation, Cognitive Engagement, and Achievement: A Test of Dweck's Model with Returning to School Adults. (2005, background): “Future research may further extend Dweck’s model by also considering the role of other motivational mediators or covariates such as for example interest, achievement motivation, or self-concept revealed as important determinants of learning behavior and outcome in other studies (e.g., Elliot, 1999; ”
- A Multicomponent Measure of Writing Motivation With Basic College Writers (2016, background): “Hayes and Flower (1980) included it only as “motivational cues” in the task environment, and Bereiter and Scardamalia (1987) made no mention of motivation in their model.”
- The Patterns of Adaptive Learning Survey (2005, background): “Before the recent distinction between performanceapproach and performance-avoidance goals, some measures of performance goals only included items assessing performance-approach goals, whereas others included both performance-approach and performance-avoidance items but failed to distinguish between ”
- Mastery and performance goals predict epistemic and relational conflict regulation (2006, neutral): “Lehto, & Elliot, 1997; Harackiewicz, Barron, Tauer, Carter, & Elliot, 2000; Harackiewicz, Barron, Tauer, & Elliot, 2002 ) and on behavioral measures, such as the time spent on the task during a free time period (e.g., Barron & Harackiewicz, 2001; Koestner, Zuckerman, & Koestner, 1987; R. M. Ryan, 1”