Perceiving school performance as instrumental to future goal attainment: Effects on graded performance

By Ariel Malka, M. Covington. 2005

143 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7ff02571b8be0b9d0aa7a736b91d055b2bf43e5e

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance. (2009, background): “…to performance when all goals are examined together as simultaneous predictors (Cury, Elliot, Da Fonseca, & Moller, 2006; Elliot & Church, 2003; Malka & Covington, 2005; Sullivan, Worth, Baldwin , & Rothman, 2006; Zusho et al., 2005), although in some studies, mastery goals remain positive…”
Perceived overqualification and task performance: Reconciling two opposing pathways (2020, background): “Perceiving current tasks as instrumental for obtaining future goals has been associated with increased mastery orientation (Simons, Dewitte, & Lens, 2000) and achievement (Malka & Covington, 2005; Ozcetin & Eren, 2010; Peteranetz, Flanigan, Shell, & Soh, 2018).”
Moving From the Lab to the Field: The Role of Fidelity and Achieved Relative Intervention Strength (2009, background): “In particular, prior research demonstrates that utility value is correlated with both classroom interest and achievement ( Hulleman, Durik, Schweigert, & Harackiewicz, 2008 ; Malka & Covington, 2005 ; Simons, Dewitte, & Lens, 2003 ).”
Measuring Goal Orientation in a Work Domain (2007, background): “In general, mastery-avoidance goals appear to be associated with more adaptive outcomes than performanceavoidance goals, but with fewer adaptive outcomes than mastery-approach goals (e.g., Conroy, Elliot, & Hofer, 2003; Elliot & Reis, 2003; Malka & Covington, 2004).”
The influence of mastery‐avoidance goals on performance improvement (2009, result): “The little correlational research on the link between mastery-avoidance goals and performance that has been conducted to date, has yielded null results (Cury, Elliot, Da Fonseca, & Moller, 2006; Elliot & McGregor, 2001; Finney, Pieper, & Barron, 2004; Malka & Covington, 2005; Van Yperen, 2006).”
Achievement Goal Orientations and Subjective Well-Being: A Person-Centred Analysis. (2008, background): “Less attention has been paid to the possibility that people may strive for multiplegoals or seek to attain a single outcome for multiple reasons, or, that the pursuit of certain goals may serve multiple functions ( Malka & Covington, 2005; Niemivirta, 2002b; Pintrich, 2000a).”
Achievement Goals, Performance Contingencies, and Performance Attainment: An Experimental Test (2005, background): “…& Greene, 1999; Miller, Greene, Montalvo, Ravindran, & Nichols, 1996; Simons, Dewitte, & Lens, 2000; Vansteenkiste et al., 2004) and on instrumentalities and achievement goals as simultaneous predictors of performance (Malka & Covington, 2004; Miller et al., 1996; Vansteenkiste et al., 2004).”
How Does Expansive Framing Promote Transfer? Several Proposed Explanations and a Research Agenda for Investigating Them (2012, background): “This general idea is consistent with findings from motivational research that shows that students who perceive classroom tasks as having a higher utility value both report that they expend more effort in their science classes (Cole, Bergin, & Whittaker, 2008 ; Mac Iver, Stipek, & Daniels, 1991 ) a”
Engineering Students' Perceptions of Problem Solving and Their Future (2018, background): “Additionally, students’ valuing of a task and selecting of a technique to complete the task begins to explain how students with similar levels of preparation may reach different levels of understanding in the same course (Hilpert et al., 2012; Malka & Covington, 2005; Nelson et al., 2015).”