Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes

By Allan Wigfield, Jenna Cambria. 2010

916 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a9483a1c022c58d346b4f237656fb0c5fd81de7b

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback (2019, background): “As a result, given the established positive relation between internal motivation and achievement (Wigfield & Cambria, 2010), the noted achievement benefits may eventually become attenuated at best or disappear at worst if internal motivation perpetually declines in the face of grades; future work…”
Do Multiple Solutions Matter? Prompting Multiple Solutions, Interest, Competence, and Autonomy (2014, background): “Marsh, Trautwein, Lüdtke, Köller, and Baumert (2005) found that students’ self-concept at the beginning of the school year, which is conceptually related to their experiences of competence and autonomy (Wigfield & Cambria, 2010), predicted their interest at the end of that year.”
Faculty Motivation: A Gateway to Transforming Engineering Education (2014, neutral): “Utility Value Having a utility value relative to an activity means engaging in that activity because it fits with one’s future plans (Wigfield & Cambria, 2010).”
Promoting Student Engagement in the Classroom (2014, background): “…on both utility and instrumental values has found them to be related to various indicators of behavioral, cognitive, and emotional engagement (see Wigfield & Cambria, 2010 for a review), and relevant for students as young as elementary age (though future utility and current importance may not be…”
Classroom environment, achievement goals and maths performance: gender differences (2013, background): “Thirdly, advancing through the educational system, the context became more competitive, in these circumstances, performance-approach being more adaptive than mastery goals (see Wigfield and Cambria 2010 for review; Schwinger and Wild 2011 ).”
The role of students' motivation and participation in predicting performance in a MOOC (2016, background): “MOOC motivation, participation and performance 4 students’ purposes for engaging with different learning tasks (e.g., Eccles & Wigfied, 2002; Hidi & Harackiewicz, 2000; Wigfield & Cambria, 2010).”
Maximizing Gender Equality by Minimizing Course Choice Options? Effects of Obligatory Coursework in Math on Gender Differences in STEM (2017, background): “…psychology has traditionally focused on children’s and adolescents’ interest in learning and achievement in the school context (Krapp, 1999; Wigfield & Cambria, 2010), research and theories in vocational psychology, such as Holland’s theory of vocational interests (Holland, 1959, 1997),…”
Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? (2020, positive): “Motivation is concerned with what moves people to act and why people think and behave in certain ways, which underlines learners’ choices, quality and intensity of learning (Wigfield & Cambria, 2010).”