Individual Differences in Achievement Goals: A Longitudinal Study of Cognitive, Emotional, and Achievement Outcomes.

By Lia M. Daniels, Tara L. Haynes, Robert H. Stupnisky, R. Perry, Nancy E. G. Newall, Reinhard Pekrun. 2008

322 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8626bf647df40644fc22a1b6e912edcf1079477d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Patterns of boredom and its relationship with perceived autonomy support and engagement (2014, background): “…class or while studying may not be disruptive (Pekrun, Goetz, Daniels, Stupnisky, & Perry, 2010), the negative impacts, such as reduced motivation and use of learning strategies, and lower academic attainment, cannot be ignored (e.g., Daniels et al., 2008; Pekrun, Goetz, Titz, & Perry, 2002).”
Emotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspective (2015, methodology): “…http://dx.doi.org/10.1080/01443410.2014.895292 Shernoff, 2003); and several self-regulatory constructs, such as achievement goal orientations (e.g. Daniels et al., 2008; Pekrun et al., 2009), goals for performance (e.g. Ilies & Judge, 2005), the use of learning strategies (Pekrun et al., 2002;…”
Achievement goal orientations and academic well-being across the transition to upper secondary education. (2012, background): “goals have been associated with test anxiety (Daniels et al., 2008; Linnenbrink, 2005), negative affect (Smith, Sinclair, & Chapman, 2002; Turner et al.”
Students attributions for their best and worst marks: Do they relate to achievement? (2011, background): “The finding that students’ attribute their high marks to both effort and ability is consistent with this view, as is that found by Daniels et al. (2008). This synergistic relation between effort and ability provides an important perspective for both the teacher and learner.”
Transition from high school to university: a person-centered approach to academic achievement (2016, background): “In line with the assertions made by several authors (Daniels et al. 2008; Peck and Roeser 2003; Phinney et al. 2005; Valle et al. 2008), k-means cluster analyses were run with regard to entrance achievement factors in order to identify the most highly similar groups of students within groups and…”
Examining boredom : Different causes for different coping profiles (2015, unknown): “…have long been a major focus in educational research, only recently has academic boredom—one of the most common emotions—received attention in the literature (e.g., Acee et al., 2010; Daniels, Haynes, Stupnisky, Perry, Newall, & Pekrun, 2008; Goetz & Hall, in press; Kanevsky & Keighley, 2003).”
Do performance goals promote learning? A pattern analysis of Singapore students achievement goals (2011, methodology): “In general, the clusters obtained in the present study differ from those obtained in previous studies (e.g., Ainley, 1993; Daniels et al., 2008; Meece & Holt, 1993; Tapola & Niemivirta, 2008).”
A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. (2009, background): “Because students with mastery goals tend to focus on self-referent standards and the controllability and positive value of learning, we anticipated a positive relationship with enjoyment and a negative relationship with boredom (Daniels et al., 2008; Harackiewicz et al., 2000; Pekrun et al., 2006).”