Within-Grade Changes in Korean Girls' Motivation and Perceptions of the Learning Environment Across Domains and Achievement Levels.

By M. Bong. 2005

187 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b791ca53e280a39e5b44b48415eaca3d27263b74

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In Education

In Experimental and Cognitive Psychology

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Citations in the corpus

Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis (2013, background): “, science, math) and across distinct tasks within the same domains or contexts [29–31].”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, methodology): “…2001; Cron et al., 7We were not able to statistically compare the strength of these correlation coefficients, which were taken from the same sample rather than independent samples, as there was not sufficient information reported about the intercorrelations across subject domains in Bong (2005).”
Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school (2010, background): “Unstable motivational profiles may also relate to students’ fluctuating sense of belonging (see Deci and Ryan 2002), sensitivity to classroom exams (Bong 2005), and the escalating pace and difficulty of academic material over the year.”
Age-Related Differences in Achievement Goal Differentiation. (2009, methodology): “The translated items on achievement goals and self-efficacy (Bong, 2001, 2005, 2008; Joo, Bong, & Choi, 2000), help-seeking avoidance (Bong, 2008), and cognitive and self-regulatory strategy use (Bong, 2008; Joo et al., 2000) had been used successfully in prior research with different groups of…”
Self-efficacy and achievement goals as motivational links between perceived contexts and achievement (2014, methodology): “Previous studies have consistently reported strong positive correlations between performance-approach and performance-avoidance goals (e.g. Bong 2005; Senko & Harackiewicz, 2005).”
Stability and change in achievement goal orientations: A person-centered approach (2011, background): “Consequently and in agreement with related studies, our results demonstrate considerable intraindividual stability in achievement goal orientations both within a school year (Bong, 2005; Elliot & McGregor, 2001; Fryer & Elliot, 2007; Seifert, 1996; Senko & Harackiewicz, 2005; Stipek & Gralinski, 199”
Longitudinal Investigation into the Role of Perceived Social Support in Adolescents' Academic Motivation and Achievement. (2014, result): “In another study (Bong, 2005), mastery goals were again a stronger predictor of final examination scores in mathematics than were performance-approach goals among Korean high school girls.”
Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation (2020, background): “When students perceived that their educational environment promoted competition and incentivized performance (performance goal structure), students were more likely to internalize this contextual influence and began to adopt performance goals personally (Bong 2005 2008).”
Perfectionism and Motivation of Adolescents in Academic Contexts. (2014, methodology): “Supporting this conjecture, changes in the academic self-efficacy of Korean high school students predicted changes in their subsequent achievement goals but not the other way around (Bong, 2005).”
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “Other theorists have echoed this hypothesis (Bong, 2005; Brophy, 2005; Kaplan & Maehr, 2007; Midgley et al., 2001; Molden & Dweck, 2000; Roeser, 2004).”