Achievement goals and optimal motivation: testing multiple goal models.

By K. Barron, Judith M. Harackiewicz. Journal of Personality and Social Psychology, 2001

952 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/927a9c11cc7bf0db85929fd3c99f35a008d26980

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Citations in the corpus

Clarifying achievement goals and their impact. (2003, background): “The effects of learning and performance goals on motivation and achievement have been tested under a wide variety of circumstances—with students working on interesting “NINA” puzzles (Elliot & Harackiewicz, 1996), performing a concept-formation task (Elliott & Dweck, 1988), solving math problems (de”
Achievement goals as predictors of achievement-relevant processes prior to task engagement. (2002, background): “Recent work on multiple goals indicates that mastery and performance-approach goals are not necessarily incompatible, and that the combination of mastery goals and performance-approach goals may indeed be optimal for some outcomes ( Barron & Harackiewicz, 2001; Pintrich, 2000a).”
The role of performance–avoidance goals and worry in mediating the relationship between stereotype threat and performance (2009, background): “A central issue in this literature is the extent to which different goal orientations facilitate or undermine performance and intrinsic motivation (e.g., Barron & Harackiewicz, 2001; Midgley, Kaplan, & Middleton, 2001).”
Motivation to Learn and Teacher-Student Relationship. (2016, background): “Midgley and colleagues (2001) and Barron and Harackiewicz (2001) showed that the performance goal approach can be detrimental to cognitive engagement and can contribute to poor motivation in student learning.”
Beyond positive and negative affect: achievement goals and discrete emotions in the elementary physical education classroom. (2009, methodology): “This finding is in line with the multiple goal perspective ( Barron & Harackiewicz, 2001 ) and shows that it is the absence of task goals in combination with strong ego goal endorsement which may make pupils vulnerable to emotional adjustment during schooling or sport activities (Roberts, 2001).”
Classroom goal structure, student motivation, and academic achievement. (2006, background): “For the most part the expected positive relation between mastery goals and academic performance has not been consistently found (Barron & Harackiewicz 2001, Elliot & Church 1997, Harackiewicz et al. 2000, Herman et al. 2005, Miller et al. 1996, Pintrich 2000, Skaalvik 1997), although Wolters and…”
The social-cognitive model of achievement motivation and the 2 x 2 achievement goal framework. (2006, background): “The data seem to indicate that performance goals have similar effects regardless of whether failure is encountered, but this issue has received a paucity of research attention ( Barron & Harackiewicz, 2001 ).”
Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes (2010, background): “Accordingly, various suggestions have been made to sort out the confusing results (e.g., Barron and Harackiewicz 2001; Elliot and Moller 2003).”
The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions (2013, background): “However, the expected positive relation between mastery goals and academic performance has not been consistently observed (Barron and Harackiewicz 2001; Elliot and Church 1997; Grant and Dweck 2003; Harackiewicz et al. 2000; Skaalvik 1997).”
Making Connections: Replicating and Extending the Utility Value Intervention in the Classroom (2017, background): “The con to this approach, which is inherent to all intervention studies, is that the effect of a manipulated variable may not be the same as the effect of the measured variable (cf. Barron & Harackiewicz, 2001).”
Predicting Success in College: A Longitudinal Study of Achievement Goals and Ability Measures as Predictors of Interest and Performance From Freshman Year Through Graduation (2002, result): “Barron and Harackiewicz (2000, 2001) have identified several patterns of findings that would support a multiple goals perspective, and our results typify what they call the specialized pattern: independent main effects of mastery and performance-approach goals on different outcomes.”
University Instructors’ Achievement Goals for Teaching (2019, background): “Elliot, Murayama, and Pekrun (2011); Barron and Harackiewicz (2001) . . .”
The Dilemma of Performance-Approach Goals: The Use of Multiple Goal Contexts to Promote Students' Motivation and Learning. (2005, background): “Keywords: achievement goal orientation, classroom goal structure, socio-emotional well-being, mathematics achievement, small-group instruction The consideration of multiple goals is currently an important issue within achievement goal theory (Barron & Harackiewicz, 2001; Pintrich, 2000b).”