Comparing three models of achievement goals: goal orientations, goal standards, and goal complexes

By Corwin Senko, Katie L. Tropiano. 2016

136 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9d3d9db2cc52bcfcf0ab8ccd639f66962976db0b

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics (2018, unknown): “Second, we disregarded the various reasons underlying the pursuit of achievement goals (Senko & Tropiano, 2016; Vansteenkiste, Lens, Elliot, Soenens, & Mouratidis, 2014), as research has shown that achievement goals may be pursued for di ﬀ erent reasons.”
Achievement Goals, Reasons for Goal Pursuit, and Achievement Goal Complexes as Predictors of Beneficial Outcomes: Is the Influence of Goals Reducible to Reasons? (2017, unknown): “…in mind that in the approach used to date there is redundancy in the measurement of achievement goals: The achievement goal is assessed multiple times, both alone as a focal goal and in the reason-based variables that connect the goal with reasons (see Senko & Tropiano, 2016, for a related point).”
Experimenting with Model Solutions as a Support Mechanism (2019, background): “Students may have a variety of goals or desirable outcomes from their learning experience, such as grade, interest or self-efficacy [30].”
Performance-Approach Goal Effects Depend on How They Are Defined: Meta-Analytic Evidence From Multiple Educational Outcomes (2017, background): “…Psychology © 2016 American Psychological Association 2017, Vol. 109, No. 4, 574–598 0022-0663/17/$12.00 http://dx.doi.org/10.1037/edu0000160 574 Recent research suggests that it may trace to inconsistencies in how researchers define PAp goals (Hulleman et al., 2010; Senko & Tropiano, 2016).”