Age-Related Differences in Achievement Goal Differentiation.

By M. Bong. 2009

293 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/90af90a2292411cf14306c9a1a75ca35a6e2b8d7

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents (2018, background): “…help-seeking beliefs and intentions have been consistently associated with mastery goal orientation in both adolescent and college students (e.g. Bong, 2009; Butler, 1998; Butler & Neuman, 1995; Gonida et al., 2014; Karabenick, 2003, 2004; Newman, 1990, 1998; Roussel et al., 2011; Ryan et al.,…”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “Among the studies that assessed goal orientations at the domain-specific or class level, 36.5% reported correlations above .50 (e.g., Bong, 2005, 2009; Karabenick, 2004; Luo et al., 2011; Middleton & Midgley, 1997; Middleton et al., 2004; Midgley & Urdan, 2001; Pajares & Cheong, 2003; Pekrun et…”
Comparison of Self-Beliefs for Predicting Student Motivation and Achievement (2012, background): “There is another report based on the data from the same research project (Bong, 2009), but that article deals with different constructs (i.e., achievement goal orientations) and addresses a completely different set of research questions.”
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “From this perspective, pursuing both goals could actually be detrimental, not beneﬁcial (Bong, 2009; Brophy, 2005; Midgley et al., 2001; Vansteenkiste et al., 2007).”
Motivation across a transition: Changes in achievement goal orientations and academic well-being from elementary to secondary school (2020, background): “However, the relevance and prevalence of mastery-avoidance goals among school-aged children and adolescents are still unclear (Bong, 2009; Sideridis & Mouratidis, 2008), and mastery-avoidance goals have been included in only a few studies examining students' goal profiles (see Niemivirta et al.,…”
Longitudinal Investigation into the Role of Perceived Social Support in Adolescents' Academic Motivation and Achievement. (2014, background): “Mastery-oriented learners are more intrinsically motivated, feel more self-efficacious and less anxious, and reach higher levels of achievement compared with those who are less masteryoriented (Bong, 2009; Church et al., 2001; H. Patrick et al., 2007).”
Self-efficacy and achievement goals as motivational links between perceived contexts and achievement (2014, methodology): “Portions of the data have been used in another study considering different research questions (Bong, 2009).”
How Do Students' Mastery and Performance Goals Relate to Math Anxiety?. (2011, background): “1997), and educators should strive to create masteryoriented classrooms (Bong, 2009; Karabenick, 2004; Lau & Nie, 2008; Maehr & Anderman, 1993; Midgley, Anderman & Hicks, 1995).”
Testing interest and self-efficacy as predictors of academic self-regulation and achievement (2014, methodology): “Data from the first-semester survey, which focused on achievement goal orientations, were analyzed as part of research published elsewhere (Bong, 2009).”
Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES) (2012, background): “The majority of previous research on achievement emotions has focused only on anxiety or on the attributional antecedents of these emotions (Bong, 2009; Stipek & Gralinski, 1991; Zeidner, 1998).”