A meta-analytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels?

By Chris S. Hulleman, Sheree M. Schrager, Shawn M. Bodmann, Judith M. Harackiewicz. Psychological bulletin, 2010

1,190 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/834b86829dcc29504428909d1813dda90fc2cd8f

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In Experimental and Cognitive Psychology

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Citations in the corpus

Perceived competence moderates the relation between performance-approach and performance-avoidance goals (2012, methodology): “In a recent meta-analysis, Hulleman et al. (2010) found that the mean correlation between performanceapproach and performance-avoidance goals was r .40, but also that there was substantial variability in this value across existing studies.”
Achievement Goals and Achievement Emotions: A Meta-analysis (2011, background): “To address the issue of construct validity, Hulleman et al. (2010) identified 243 correlational studies that measured achievement goals using selfreport inventories and conducted a meta-analysis to determine the construct validity of achievement goal measures and concluded that achievement goal re”
Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology (2011, background): “However, many items in these measures do not measure the adoption of epistemic aims, such as “The opportunity to do challenging work is important to me” (see Hulleman, Shrager, Bodmann, & Harackiewicz, 2010 , for further examples).”
Transformational and Transactional Leadership and Followers’ Achievement Goals (2013, background): “behavior, and their performance attainment (e.g., Cellar et al. 2011; Elliot 2005; Hulleman et al. 2010; Payne et al. 2007; Van Yperen and Orehek 2013).”
Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics (2018, neutral): “…are not necessarily tied with ego concerns (Elliot, 2005), and which (b) has shown that such kind of goals predict better academic performance (Hulleman et al., 2010), we anticipated performance-approach goals to directly predict higher grades, even after controlling for baseline grades…”
What if I can’t? Success expectancies moderate the effects of utility value information on situational interest and performance (2015, background): “Given that the social comparison was subtle, it is somewhat unlikely that the positive effect of the expectancy boost was a result of these individuals’ setting normatively referenced goals (Hulleman et al. 2010), but it is worth considering in future research.”
Trait Goal Orientation, Self-Regulation, and Performance: A Meta-Analysis (2011, background): “Other meta-analyses have focused on the construct validity of the four-factor model (Baranik et al. 2010) and conceptual inconsistencies in the manner in which goal orientations are measured and their influence on outcomes ( Hulleman et al. 2010 ).”
Extending the 3 × 2 achievement goal model to the sport domain: The 3 × 2 Achievement Goal Questionnaire for Sport (2015, background): “This flexible use of subsets of the available goal scales may have the ancillary benefit of helping address the issue of multicollinearity, which is present in the 3 2 AGQ-S and, indeed, all achievement goal measures careful to exclude content extraneous to the achievement goal construct (see Elliot”
The Effects of Helicopter Parenting on Academic Motivation (2017, neutral): “…orientation has consistently been associated with better academic outcomes (Hulleman, Schrager, Bodmann, & Harackiewicz, 2010; Richardson, Abraham, & Bong, 2012), the relationship between performance orientation, a focus on grades, and achievement is somewhat equivocal (Hulleman et al., 2010).”
Experimenting with Model Solutions as a Support Mechanism (2019, background): “Ap-pearance goals tend to negatively correlate with the course grades, while normative goals may correlate positively with grades [16].”