On the measurement of achievement goals: critique, illustration, and application

By A. Elliot, Kou Murayama. 2008

1,280 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b47034a5898c26e7bc2b9b71294a9d50c2af1f61

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

When Are Mastery Goals More Adaptive? It Depends on Experiences of Autonomy Support and Autonomy. (2014, methodology): “Thus, former scales that encompassed motives (e.g., interest; see Midgley et al., 2000) as well as goals or aims gave way to the goals of intrapersonal or absolute standards of improvement (Elliot & Murayama, 2008).”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, methodology): “In doing so, we draw from published studies in peer-reviewed journals included in Hulleman et al. (2010) as well as several more recent studies that utilized newly revised scales (AGQ-R) or were selected to specifically address the proposed moderators.”
The influence of achievement goals and social goals on help-seeking from peers in an academic context (2011, methodology): “One aim of the present research was to examine the links between the four goals of the 2 2 achievement goal model, instrumental help-seeking from peers, and attitudes toward help-seeking using a goal measure revised on the basis of recent recommendations by Elliot and Murayama (2008).”
Why Grades Engender Performance Avoidance Goals: The Mediating Role of Autonomous Motivation (2011, background): “It is interesting that the issue of the third item, “My fear of performing poorly in this exercise [class] is what motivates me,” has since been addressed by Elliot and Murayama (2008) in a rehabilitation Note.”
Perceived competence moderates the relation between performance-approach and performance-avoidance goals (2012, methodology): “The revised 2 2 Achievement Goal Questionnaire (AGQ-R; Elliot & Murayama, 2008) was used to measure performance-approach (three items) and performanceavoidance (three items) goals for the upcoming exam.”
An Investigation of College Students’ Perceptions of Academic Dishonesty, Reasons for Dishonesty, Achievement Goals, and Willingness to Report Dishonest Behavior (2013, background): “Compared with performance-oriented students, mastery-oriented students focus on attaining “task-based or intrapersonal competence” (Elliot & Murayama, 2008).”
Achievement goals, emotions, learning, and performance : A process model (2015, methodology): “…considerably less research attention due to typically weak or nonsignificant relations with achievement outcomes (e.g., Elliot & McGregor, 2001; Elliot & Murayama, 2008; Yperen et al., 2014) with findings showing this goal orientation to correspond with lower intrinsic motivation (Cury,…”
Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes (2010, background): “In this respect, it is important to note that Elliot and colleagues (Elliot 1999, 2005; Elliot and Moller 2003; Elliot and Murayama 2008) changed the definitions of mastery and performance goals, suggesting that the basis for feeling competent is different for the two types of goals.”
Culture's Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability Through Personal Investment Theory (2014, methodology): “Recent theorizing on goal constructs has recognized the need to bifurcate goals into their approach (focus on attaining a particular outcome) and avoidance (focus on avoiding the loss of something) components (Elliot & Murayama, 2008).”
Perfectionism and Motivation of Adolescents in Academic Contexts. (2014, background): “A recent debate in achievement goal research entails whether the concern for demonstrating and validating ability in front of others should be viewed as a legitimate and indispensible constituent of performance goals (Elliot & Murayama, 2008; Grant & Dweck, 2003).”
A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement (2019, background): “It has been suggested that in Western society, studying for too long to outperform classmates is even considered a maladaptive approach to learning (Elliot and Murayama 2008).”
Transformational and Transactional Leadership and Followers’ Achievement Goals (2013, methodology): “For example, primary research and meta-analyses (Elliot and Church 1997; Elliot and McGregor 2001; Elliot and Murayama 2008; Hulleman et al. 2010; Judge and Piccolo 2004; Lowe et al. 1996) indicate that the measures we used relate to distinct sets of outcome variables, providing evidence for the nom”