Students' goals, self-efficacy, self-handicapping, and negative affective responses: An Australian senior school student study.

By L. Smith, Ken Sinclair, Elaine Chapman. 2002

123 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/aa9452f9f0db76193509c5f1dadfd2ff4b99c456

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Citations in the corpus

Performance-approach goals: good or bad forms of regulation? (2003, unknown): “The tabled studies are as follows: A=Al-Emadi (2001); B=Bembenutty (1999); C=Bong (2001); D=Brett and VandeWalle (1999); E=Church et al.(2001) (Study 2); F=Cury, DaFonseca, & Rufo (2002); G=Elliot and Church (1997); H=Elliot and Church (2003); I=Elliot and McGregor (1999) (Study 1); J=Elliot and McG”
Self-Handicapping Related to Task and Performance-Approach and Avoidance Goals in Physical Education (2004, background): “I found, in line with previous research (ie, Midgley & Urdan, 2001 ; Smith, Sinclair, & Chapman, 2002 ), that a performance-avoidance goal positively predicted self-handicapping, whereas a task goal as well as a performance-approach goal related negatively to engaging in such potentially maladapti”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “…et al., 2006, 2009; Pugh et al., 2010; Ross et al., 2002; Ryan, Patrick, & Shim, 2005; Shih, 2005; Shim & Ryan, 2005; Sideridis, 2005b, 2006; M. Smith et al., 2002; Tanaka & Yamauchi, 2001; Van Yperen, 2006; Zusho et al., 2005) and a few studies in which correlations were even above .80 (e.g.,…”
Achievement Goal Orientations and Subjective Well-Being: A Person-Centred Analysis. (2008, result): “This pattern of motivation and well-being is in line with findings linking stress, perceived study demands, and the pursuit of success (e.g., Smith, Sinclair, & Chapman, 2002 ), and provides support for the assumption that self-worth based on external contingencies represents relatively controlled ”
Cultural Differences in Academic Motivation Goals: A Meta-Analysis Across 13 Societies (2008, background): “Smith et al. reported sufficient overlap between these two instruments for us to consider combining them in our analyses (Smith et al., 2002).”