A Conceptual History of the Achievement Goal Construct.

By A. Elliot. 2005

1,311 citations recorded by the source corpus.

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Citations in the corpus

Achievement Goals, Reasons for Goal Pursuit, and Achievement Goal Complexes as Predictors of Beneficial Outcomes: Is the Influence of Goals Reducible to Reasons? (2017, unknown): “Achievement goal researchers focus primarily on two types of competence-based goals, crossed by the approach-avoidance distinction (for a historical review, see Elliot, 2005).”
A Meta-Analysis of the Impact of Situationally Induced Achievement Goals on Task Performance (2015, background): “, MAp goals) may evoke and sustain hope, eagerness, and excitement, and accordingly, direct individuals to view the task as a challenge and to persist longer (Ames, 1992; Dweck & Leggett, 1988; Elliot, 2005; Kaplan & Middleton, 2002; Pintrich, 2000).”
Flourishing: Achievement-related correlates of students’ well-being (2009, background): “Achievement goal frameworks posit that students differ from each other in the purpose of their achievement behavior and that these differences are associated with distinctive emotional, motivational, cognitive, and behavioral outcomes (e.g., Covington, 2000; Elliot, 2005).”
Goal Structures: The Role of Teachers’ Achievement Goals and Theories of Intelligence (2013, methodology): “This is a significant departure from research on personal goal orientation, in which distinction of approach and avoidance forms of performance goals is considered as valid and informative (Elliot, 2005; Murayama, Elliot, & Yamagata, 2011).”
Performance-Approach Goal Effects Depend on How They Are Defined: Meta-Analytic Evidence From Multiple Educational Outcomes (2017, background): “Achievement goal theory is now more than 30 years old, yet theorists disagree over what exactly is a PAp goal (Grant & Dweck, 2003; Kaplan & Maehr, 2007; Urdan, 1997; see Elliot, 2005, for a historical review).”
Goal orientation and organizational commitment: Individual difference predictors of job performance (2010, background): “Both classes of goal orientations have been shown to influence work behaviors in spite of the different rationales behind goal directed behaviors (Elliot, 2005).”
Mathematically gifted students and high achievement: the role of motivation and classroom structure (2015, background): “Performance-avoidance goals are quite consistently negatively associated with achievement (e.g., Elliot, 2005), whereas performance-approach goals are positively linked to achievement (Martin, 2013).”
The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success (2014, background): “Reviews of research on mastery and performance goals in the mid-1990s noted strong evidence for the view that mastery goals resulted in positive outcomes and performance goals resulted in negative outcomes (Elliot, 2005). However, a more recent review of the literature on achievement goal theory by ”
The interplay of mastery and performance goals in social comparison: A multiple-goal perspective. (2010, background): “…consider goals as reasons for engaging in an activity (e.g., Dweck, 1992), most authors now point out that goals are best conceived of as aims (Elliot, 2005; Elliot & Thrash, 2001; Van Yperen, 2003), that is, as a “cognitive representation of 1 It is worth noting that according to some…”
Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals. (2014, background): “Achievement goals are thought to exert a broad influence on student outcomes (Elliot, 2005), including achievement-related emotions such as interest and boredom (Pekrun, 2006, 2009).”
The influence of mastery‐avoidance goals on performance improvement (2009, background): “…1999), but others have found null effects (e.g. Davis, Mero, & Goodman, 2007; Lee, Sheldon, & Turban, 2003; Phillips & Gully, 1997; for reviews, see Elliot, 2005; Harackiewicz et al., 2002), and there are even studies that suggest that too much of an emphasis on mastery can compromise performance…”
The Relationships between Intrinsic Motivation, Extrinsic Motivation, and Achievement, Along Elementary School (2014, methodology): “Similarly, research within the framework of Achievement Goal Theory also showed that students can adopt different combinations of intrinsic and more external achievement goals (e.g. Eccles et al., 1998; Elliot, 2005; Lemos, 1996; Meece & Holt, 1993; Pintrich, 2000; Urdan & Maehr, 1995).”
Measuring Goal Orientation in a Work Domain (2007, background): “Initially, achievement goal theorists (Dweck & Leggett, 1988; Nicholls, 1984) proposed a two-factor model of achievement goals consisting of two goal orientations, which researchers (Ames, 1992; Elliot, 2005) have recommended calling mastery goals and performance goals.”