The role of goal orientation in self-regulated learning.

By P. Pintrich. 2000

4,522 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8721923834feeb58685ede5eaa20ae516566cc12

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Developing Self-Regulation Skills: The Important Role of Homework (2011, background): “The third component of self-regulation is metacognition, wherein students set goals and monitor their progress as they complete homework assignments (Pintrich, 2000).”
Psychological Processes Underlying Stereotype Threat and Standardized Math Test Performance (2005, background): “While there are personality differences, goals are situation specific (Ames, 1992; Pintrich, 2000b; Urdan, 1997).”
Perceived Achievement Goal Structure and College Student Help Seeking. (2004, methodology): “This goal orientation completes the proposed two-dimensional framework that includes mastery-approach, performance-approach, masteryavoid, and performance-avoid goals (Elliot & McGregor, 2001; Pintrich 2000a, 2000b).”
Achievement Goal Theory and Affect: An Asymmetrical Bidirectional Model (2002, methodology): “However, the relation of avoid mastery goals to test anxiety may vary based on ethnicity (Zusho & Pintrich, 2000).”
Inherent Association Between Academic Delay of Gratification, Future Time Perspective, and Self-Regulated Learning (2004, background): “From a multiple goals perspective (e.g., Pintrich, 2000), learners are classified not only on the basis of mastery and performance orientation but also on the basis of approach and avoidance.”
Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online (2009, background): “Self-regulated learning has also been described as an active, constructive process whereby students set goals for their learning based on past experiences and the contextual features of the current environment (Pintrich, 2000).”
Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion (2009, methodology): “According to Pintrich (2000) , self-regulated learning (SRL) is an active, constructive process whereby students set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior guided and constrained by their goals and the contextual feature”
The Contribution of the Responsive Classroom Approach on Children's Academic Achievement: Results from a Three Year Longitudinal Study. (2007, background): “Children who experience more academically-rich and motivating experiences become more engaged in school, and likewise, children who are more engaged in school will create for themselves more academically-rich and motivating experiences (Gutman & Sulzby, 2000; Pintrich, 2000).”
Metacognition in Psychology (2019, background): “According to Pintrich (2000), SRL “is an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment” (p.…”
Motivational Effects on Self-Regulated Learning with Different Tasks (2006, background): “ Pintrich (2000) mentioned perceptions of task difficulty (similar to probability of success; Atkinson, 1957) and interest (Krapp, Hidi, & Renninger, 1992).”
Self-regulated learning: a literature review. [Wider Benefits of Learning Research Report No. 33] (2009, background): “Different researchers have emphasised different components of self-regulation, for example the regulation of motivation (Wolters, 2003) or goal orientation (Pintrich, 2000).”
Students' expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction (2010, background): “Such self-regulation of learning is an important characteristic that contributes to students' motivation (Pintrich, 2000).”
The Role of Self-Regulated Learning in Fostering Students' Conceptual Understanding of Complex Systems with Hypermedia (2004, methodology): “SRL is guided and constrained by both personal characteristics and the contextual features of the environment (Pintrich, 2000).”