A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.

By Lia M. Daniels, Robert H. Stupnisky, Reinhard Pekrun, Tara L. Haynes, R. Perry, Nancy E. G. Newall. 2009

344 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/bc7ef1186fdb3bd7d2fbba1d216c5bb0ca28ba9a

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Achievement Goals, Reasons for Goal Pursuit, and Achievement Goal Complexes as Predictors of Beneficial Outcomes: Is the Influence of Goals Reducible to Reasons? (2017, unknown): “For instance, motivational and outcome variables could be assessed at different times (as in Harackiewicz et al., 1997) or a longitudinal design could be employed (as in Daniels et al., 2009).”
What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. (2014, background): “Nevertheless, some studies on achievement goals have shown that the effects of achievement goals on academic achievement are mediated by emotions (Daniels et al., 2009; Elliot & Pekrun, 2007; Pekrun, Elliot, & Maier, 2006, 2009).”
Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, methodology): “With an AEQ user’s manual in the public domain (Pekrun et al., 2005a), other studies quickly followed including the work of Daniels et al. (2008, 2009), Tanaka and Murayama (2014) and Ranellucci et al. (2015) on competence-relevant achievement goals (task mastery, performance-approach and…”
Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics (2018, unknown): “Research has shown that mastery-approach goals are the most consistent and reliable predictors of a wide range of desired outcomes including, but not limited to, interest (Hulleman et al., 2010), enjoyment (Daniels et al., 2009), and challenge seeking (Lee & Kim, 2014).”
Achievement goals, emotions, learning, and performance : A process model (2015, methodology): “Finally, this study expanded on recent achievement goals research (e.g., Daniels et al., 2009; Muis & Franco, 2009; Pekrun et al., 2009) in evaluating longer-term and more global achievement outcomes (sessional GPAs over two years) in a notably diverse student sample (e.g., STEM, social science…”