Achievement goal orientations in writing:a developmental perspective

By Frank Pajares, Y. F. Cheong. 2003

137 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/bb9a2451502a85915d029bef7818846415ce7bc1

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance. (2009, unknown): “…to be positively related to test anxiety (Cury, Elliot, Sarrazin, Da Fonseca, & Rufo, 2002; Elliot & McGregor, 1999; Kumar & Jagacinski, 2006; McGregor & Elliot, 2002; Middleton & Midgley , 1997; Pajares & Cheong, 2004; Sideridis, 2005a; Skaalvik, 1997; Tanaka et al., 2006; Zusho et al., 2005).”
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).”
The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. (2009, result): “In contrast to intrinsic motivation, there are few existing studies that have investigated academic self-concept from the perspective of the trichotomous achievement goal model (Pajares, Britner, & Valiante, 2000; Pajares & Cheong, 2003; Skaalvik, 1997).”
Perceptions of parent goals and their contribution to student achievement goal orientation and engagement in the classroom: Grade-level differences across adolescence (2007, background): “... and perceived classroom goal structures across the transition to middle-level or to high school and how these changes are accompanied by changes in students’ motivational, cognitive, and behavioral patterns of learning (Anderman, 1999; Anderman & Anderman, 1999; Anderman & Midgley, 1997; Gheen, ”
The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions (2013, background): “The positive relation between performance goals and achievement, however, is not consistently found across various stages of educational development (see Midgley et al. 2001; Pajares and Cheong 2003).”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “…Sonnentag, & Keith, 2003; Kaplan et al., 2002; Kozlowski & Bell, 2006; Kumar & Jagacinski, 2006; McGregor & Elliot, 2002; Pajares et al., 2000; Pajares & Cheong, 2003; Pastor et al., 2007; Seegers, van Putten, & Vermeer, 2004; Sideridis, 2005b; L. Smith, Sinclair, & Chapman, 2002; M. Smith et…”
A Multicomponent Measure of Writing Motivation With Basic College Writers (2016, methodology): “Three factors were found for goal orientation as expected based on theory (Elliot & Church, 1997) and prior research (Kauffman et al., 2010; Pajares et al., 2000; Pajares & Cheong, 2003).”