Goal Orientation, Academic Achievement, and Depression: Evidence in Favor of a Revised Goal Theory Framework

By Georgios D. Sideridis. 2005

243 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8c671598d3bac632a7e340a9f6f287ba4e3a24cf

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Flourishing: Achievement-related correlates of students’ well-being (2009, background): “Sideridis ( 2005 ) showed that mastery goals inversely correlated with negative affect, whereas performance-avoidance goals directly correlated with negative affect.”
Classification of Students with Reading Comprehension Difficulties: The Roles of Motivation, affect, and Psychopathology (2006, methodology): “With regard to students with LD, the findings are equivocal in that competitiveness has been linked to both positive (Sideridis, 2005a) and negative achievement outcomes (Pintrich et al., 1994), while null results have also been reported (Sideridis, 2003).”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “At one end of the spectrum, there are a handful of studies with either a small negative correlation (Davis, Mero, & Goodman, 2007; Sideridis, 2005a) or a trivial, positive correlation (F.”
Parental behaviors and adolescents' achievement goals at the beginning of middle school: Emotional problems as potential mediators. (2010, background): “, 2009; Vazsonyi & Belliston, 2006) and academic outcomes, including achievement goals (Elliot & McGregor, 1999; Kaplan & Maehr, 1999; Linnenbrink, 2005; McGregor & Elliot, 2002; Poulin et al., in press; Sideridis, 2005; Skaalvik, 1997; Tanaka et al., 2006).”
The Role of High Parental Expectations in Adolescents’ Academic Performance and Depression in Hong Kong (2018, background): “Sideridis (2005) has posited that a performance orientation may create a vulnerability to depression in the case of repeated failure.”
Empowering leadership, employee goal orientations and work performance (2014, background): “Instead of exerting more effort to overcome challenges, this elevated performance anxiety may promote withdrawal behavior and hinder performance (Sideridis, 2005).”
Perfectionism and Motivation of Adolescents in Academic Contexts. (2014, background): “A performance-avoidance goal is a positive predictor of anxiety (Pekrun, Elliot, & Maier, 2006; Sideridis, 2005), acceptability of cheating (Bong, 2008; Murdock et al.”
Achievement Goal Orientations and Subjective Well-Being: A Person-Centred Analysis. (2008, background): “However, following Sideridis (2005) , we expected that the negative outcomes would be more accentuated among students emphasizing performance-avoidance tendencies.”
A 3 × 2 achievement goal model (2011, background): “…a positive predictor and other-avoidance goals a negative predictor (see Darnon, Butera, Mugny, Quiamzade, & Hulleman, 2009; Elliot & Church, 1997; Sideridis, 2005; Vallerand et al., 2007); neither task-approach nor self-approach goals were expected to significantly predict performance attainment…”
Studying for the sake of others: the role of social goals on academic engagement (2012, background): “In terms of emotional engagement, some studies have shown that they are unrelated to positive affect in class (Sideridis, 2005) and are also unrelated to both positive and negative emotions in school (Pekrun et al.”