Predictors of Academic Self-Handicapping and Achievement: Examining Achievement Goals, Classroom Goal Structures, and Culture.

By Tim Urdan. 2004

419 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b20b66a7c0c12b77fe4eabee6ef5820eaa325313

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Towards an Understanding of STEM Engagement: a Review of the Literature on Motivation and Academic Emotions (2019, background): “Performance avoidance goals, on the other hand, have been consistently linked to using surface learning strategies, self-handicapping strategies, disruptive behaviour, task disengagement, and lower academic grades (Durik et al., 2009; Elliot & McGregor, 2001; Kaplan et al., 2002; Liem et al., 2008; ”
The importance of motivation as a predictor of school achievement (2009, background): “Performance-approach goals are also positively related to achievement (e.g., Elliot &McGregor, 1999; Lopez, 1999; Urdan, 2004), whereas performance-avoidance goals are mostly negatively correlated with performance (Elliot & Church, 1997; Elliot, McGregor, & Gable, 1999; Zusho, Pintrich, & Cortina, 2”
Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance. (2009, background): “Performance-approach goals are often positive predictors of performance outcomes (Elliot & Church, 1997; Lopez, 1999; Skaalvik, 1997; Tanaka & Yamauchi, 2000; Urdan, 2004), although null findings are also present in the literature (Lee, Sheldon, & Turban, 2003; Pajares & Valiante, 2001).”
Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics (2018, positive): “Seven items that were adapted from the Patterns of Adaptive Learning Scale (PALS; Midgley et al., 2000) and from Urdan (2004) were used to gauge students' perception of whether the motivational environment of their math class favored mastery and learning (4 items; e.g., “ In our math class, it's…”
Cultural Differences in Academic Motivation Goals: A Meta-Analysis Across 13 Societies (2008, background): “A small number of studies have investigated the link between the culturerelated values of individuals and the achievement goals at the individual level (Tanaka, Yamauchi, 2004; Urdan, 2004), but these findings have been inconclusive.”
Procrastination: Associations with achievement goal orientation and learning strategies (2007, methodology): “Finally, self-handicapping positively correlates with a performance-avoidance orientation (e.g., Urdan, 2004).”
Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level. (2007, background): “Finally, goal structures have been tied to maladaptive behaviors, including self-handicapping (Midgley & Urdan, 2001; Urdan, 2004; Urdan et al., 1998), avoidance of help seeking (Karabenick, 2004; Ryan, Gheen, & Midgley, 1998), Christopher A. Wolters and Stacy G. Daugherty, Department of…”
Students’ perceptions of family influences on their academic motivation: A qualitative analysis (2007, background): “States) participated. These students were participants in a large survey study conducted two years earlier (see Urdan, 2004 for a description of that sample).”
Goal Orientation, Academic Achievement, and Depression: Evidence in Favor of a Revised Goal Theory Framework (2005, methodology): “Less research using goal theory has been conducted with younger participants (e.g., Meece, Herman, & McCombs, 2003; Middleton & Midgley, 1997; Pajares & Cheong, 2003; Urdan, 2004), and there is evidence that motivation affects younger age groups differently (e.g., Britner & Pajares, 2001).”
Age-Related Differences in Achievement Goal Differentiation. (2009, background): “This led several researchers to call for a distinction between the approach and the avoidance properties of a performance goal (Elliot & Harackiewicz, 1996; Middleton & Midgley, 1997; Skaalvik, 1997; Urdan, 2004).”
Is Educational Intervention Research on the Decline (2005, background): “An additional example can be found in a recent article in which classroom goal interventions were neither experimentally manipulated nor evaluated ( Urdan, 2004, p. 262 ):”