A Model of Statistics Performance Based on Achievement Goal Theory.

By D. Bandalos, S. Finney, Jenenne Geske. 2003

183 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Management Science and Operations Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b3fc2489d63fcc56542331af3cbaf426826b3371

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In Experimental and Cognitive Psychology

In Management Science and Operations Research

In Social Psychology

Citations in the corpus

A model of metacognition, achievement goal orientation, learning style and self-efficacy (2008, background): “Self-efficacy is a mediator in the goal orientation‐performance relationship because students with performance goals expend effort on the task only if they perceive that they have the necessary skills to successfully complete the task ( Bandalos et al. 2003; Bandura 1993; Dweck and Leggett 1988).”
The study, evaluation, and improvement of university student self-efficacy (2016, background): “Self-efficacy beliefs are an integral component of Albert Bandura’s social cognitive theory (1986), which provides a framework for analysing human thought, motivation, and action. Dale Schunk was the first to apply self-efficacy to formal education settings (Patterson-Hazley and Kiewra 2013), beginn”
Students’ Motivation in the Mathematics Classroom. Revealing Causes and Consequences (2015, methodology): “The hierarchical model of achievement motivation and other models based on achievement goal theory have been investigated regularly in secondary and college students (Bandalos et al., 2003; Cury et al., 2006; Elliot & Church, 1997; Zusho et al., 2005).”
COGNITIVE AND NON-COGNITIVE FACTORS RELATED TO STUDENTS’ STATISTICS ACHIEVEMENT (2010, background): “Keywords: Statistics education research; Statistics attitudes; Statistics anxiety; Mathematical competence; Structural equation modeling”
Achievement Goal Theory: The Relationship of Accounting Students’ Goal Orientations with Self-efficacy, Anxiety, and Achievement (2015, result): “In contrast, the Test 1 grade is negatively correlated with test anxiety (r ¼ 2.169, p , .01), a result consistent with prior research (e.g. Bandalos et al., 2003) which has shown negative correlations between anxiety and academic outcomes.”
A Comparison of Latent Growth Models for Constructs Measured by Multiple Items (2007, methodology): “The same strategy to estimate the error variance of the latent variables was also employed by McWhirter, Hackett, and Bandalos (1998) and Bandalos, Finney, and Geske (2003).”
A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. (2009, methodology): “Finally, we correlated the residuals between hopeful and helpless and between mastery and performance goals in order to account for the interrelationships between these constructs, as has been done in recent research (Bandalos et al., 2003; Ntoumanis, Biddle, Haddock, 1999).”
Achievement Goals and Achievement Emotions: A Meta-analysis (2011, background): “The mastery, learning, task, or task-involvement goal was characterized by the development of a skill or mastery of a task ( Ames 1992; Dweck and Leggett 1988; Nicholls 1984), where the performance, relative ability, or egoinvolvement goal focused on ability or outperforming others.”
Perfectionism and Motivation of Adolescents in Academic Contexts. (2014, background): “A mastery goal is a negative predictor of test anxiety (Bandalos et al., 2003), acceptability of cheating (Murdock, Miller, & Kohlhardt, 2004), and academic procrastination (Wolters, 2004), while a performance-approach goal is a positive predictor of acceptability of cheating (Murdock et al., 2004) ”
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “However, several others studies found that persistence and deep learning strategies failed to predict achievement (Al-Emadi, 2001; Bandalos, Finney, & Geske, 2003 ; Elliot, McGregor, & Gable, 1999 ; Harackiewicz, Barron, Tauer, & Elliot, 2002 ; Stipek & Gralinki, 1996 ).”