Examining the stability of achievement goal orientation

By Krista R. Muis, Ordene V. Edwards. 2009

118 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/8839ad571df35770435236af3a3a01c9a991e623

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “Thus far, only Muis and Edwards (2009) have used this student-centered approach.”
Examining self-efficacy during learning: variability and relations to behavior, performance, and learning (2015, methodology): “We examined variation in self-efficacy for math problems with a common set of analyses used to assess stability and change in psychological constructs (Caspi et al. 2005; Muis and Edwards 2009; Fryer and Elliot 2007).”
Perceived competence moderates the relation between performance-approach and performance-avoidance goals (2012, result): “This goal-switching hypothesis is not supported by the extant data (Fryer & Elliot, 2007; Muis & Edwards, 2009; Senko & Harackiewicz, 2005; Sideridis, 2003; Summers, 2006; Van Yperen, 2006; for a review see Senko, Hulleman, & Harackiewicz, 2011), which instead have indicated that…”
What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. (2014, background): “Students oriented toward performance–approach goal want to demonstrate their ability relative to others by outperforming them and publicly displaying their task-relevant knowledge or skills (Conley, 2012; Muis & Edwards, 2009).”
Achievement goals, emotions, learning, and performance : A process model (2015, methodology): “Extending prior research exploring stability and change in achievement goals over time (e.g., Fryer & Elliot, 2007; Muis & Edwards, 2009), the present study further investigated change in achievement goals as antecedents of emotions, learning strategies, and academic achievement.”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “For example, motivational constructs such as achievement goal orientations do show some stability across situations (Muis & Edwards, 2009), but they can also be (temporarily) changed by the classroom culture, the particular task design and instructions, and the behavior of the teacher involved…”
Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance (2012, background): “However, research has shown that students’ achievement goals can change over a semester (Muis & Edwards, 2009), over weeks (Fryer & Elliot, 2007), and even within one laboratory session (Senko & Harackiewicz, 2005), as a result of new information, such as feedback (Fryer & Elliot, 2007; Senko &…”