Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement.

By C. Wolters. 2004

1,519 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/84935b47516d9c01fe01aa975521e49a8c1ea7d1

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Citations in the corpus

A Closer Look at College Students: Self-Efficacy and Goal Orientation (2007, result): “Consistent with what other researchers have found (Bong, 2001a; Church, Elliot, & Gable, 2001; Wolters, 2004), results of this study also indicated a strong positive correlation between performance-approach and performance-avoidance goals (r = .46, p < .01).”
Achievement Goals and Achievement during Early Adolescence: Examining Time-Varying Predictor and Outcome Variables in Growth-Curve Analysis. (2008, background): “, goals as predictors) falls into one of three designs: (a) goals and outcomes measured together at one point in time (e.g., Middleton & Midgley, 1997; A. M. Ryan & Pintrich, 1997; Wolters, 2004), (b) goals measured at Time 1 and outcomes measured at Time 2 (e.”
Mathematics anxiety and coping strategies among middle school students: relations with students’ achievement goal orientations and level of performance (2018, background): “This theoretical framework suggests that students have different reasons for engaging or not engaging in learning activities (Ames 1992; Patrick et al. 2011; Wolters 2004).”
Encouraging intrinsic motivation in management training: The use of business simulation games (2019, methodology): “Regarding engagement measures, in line with previous research in education (e.g., Nett et al., 2012; Wagaba et al., 2016), cognitive engagement was assessed through the Metacognitive Strategies Questionnaire (Wolters, 2004), with items like “When I am playing the business game I try to connect it wi”
Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms (2018, background): “Various studies have shown the positive effects of students' perceptions of classroom mastery goal structure on students' competence beliefs (Wolters, 2004), positive affect (Kaplan & Midgley, 1999; Roeser, Midgley, & Urdan, 1996), interest (Schiefele & Schaffner, 2015; Urdan, 2004), and…”
Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research (2015, background): “…for performance goals by collapsing the approach and avoidance items into a single scale (e.g., Elliot, 1999; Senko, Hulleman, & Harackiewicz, 2011; Wolters, 2004), but at the time it made sense from both empirical (B. A. Greene & Miller, 1993, 1996; Miller et al., 1993; Miller et al., 1996) and…”
Creative Self-Efficacy: Correlates in Middle and Secondary Students (2006, background): “Conversely, a performance-avoidance orientation has been linked with a host of maladaptive behaviors including cheating, avoiding help when needed, withdrawing effort, and procrastination (Urdan, Ryan, Anderman, & Gheen, 2002; Wolters, 2004).”
Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics (2015, background): “Other studies also show that students’ metacognitive strategy use, such as planning, monitoring and regulatory strategies, was associated with mastery goal orientation (Al-Harthy & Was, 2010; Vrugt & Oort, 2008; Wolters, 2004).”
Perceived Achievement Goal Structure and College Student Help Seeking. (2004, result): “This complements and extends research conducted with younger students in small classes (Kaplan, Middleton, Urdan, & Midgley, 2002; Midgley, 2002; Ryan et al., 1998; Turner et al., 2002; Wolters, 2004; Young, 1997) to college students in large classes.”
Procrastination: Associations with achievement goal orientation and learning strategies (2007, background): “Finally, Wolters (2003, 2004) showed that procrastination correlates with low use of cognitive and meta-cognitive strategies.”
Beyond intelligence: a meta-analytic review of the relationship among metacognition, intelligence, and academic performance (2018, background): “Previous studies have shown that metacognition was related to the use of numerous cognitive strategies, which were related to academic achievement (e.g., Pintrich and De Groot 1990; Pintrich et al. 1993; Sperling et al. 2004; Vrugt and Oort 2008; Wolters 2004).”
Achievement Goals, Performance Contingencies, and Performance Attainment: An Experimental Test (2005, background): “A rather clear pattern has emerged for performance-based goals: performance-approach goals are typically positive predictors of performance (see Church, Elliot, & Gable, 1999; Lopez, 1999; Wolters, 2004; Urdan, 2004), whereas performance-avoidance goals are typically negative predictors of performan”
Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? (2010, background): “However, researchers have recently suggested that questionnaires should be developed to measure two different kinds of performance orientation (Church, Elliot, & Gable, 2001; Wolters, 2004): performance approach and performance avoidance.”
Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence (2009, background): “In all the above studies and as in our case, null (Churchet al., 2001; Elliot & Church,1997; Wolters, 2004) or weak relationships (Skaalvik, 1997) between the two aforementioned variables were manifested.”