Perceptions of Classroom Environment, Achievement Goals, and Achievement Outcomes.

By Marcy A. Church, A. Elliot, Shelly L. Gable. 2001

926 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7d34058b17608779d36b0a65af0af2b9200e747f

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Achievement goals as predictors of achievement-relevant processes prior to task engagement. (2002, background): “For example, it is possible that mastery goals may facilitate performance for elementary school students, in classrooms with engaging teachers or professors, and/or when performance is not normatively evaluated (Church et al., 2001).”
Transformational and Transactional Leadership and Followers’ Achievement Goals (2013, background): “, Seijts and Crim 2009), empirical knowledge on relevant characteristics related to individuals’ adoption of goals in specific situations has remained relatively limited (e.g., Boekaerts and Corno 2005; Church et al. 2001; Elliot and McGregor 2001; Papaioannou et al. 2007; Van Yperen et al. 2011).”
Motivation to Learn and Teacher-Student Relationship. (2016, background): “However, Church, Elliot, and Gable (2001) examined the relationship among perception of the classroom environment, achievement goals, and achievement outcomes among college students.”
A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. (2009, methodology): “Daniels et al. (2008) used cluster analysis to identify four goal combinations (multiple, mastery, performance, and low motivation) and tested for between-cluster differences in enjoyment, boredom, and anxiety.”
Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level. (2007, background): “As with goal orientations, it may be that goal structures should also be differentiated on the basis of whether they foster approach or avoidance goals ( Church, Elliot, & Gable, 2001 ).”