Meaning and motivation.

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Teachers' goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout (2010, background): “Over two decades of experimental and classroom research has confirmed that students’ achievement goals matter because they are associated with different patterns of meaning and action (for reviews see Ames, 1992; Butler, 2000; Elliot, 2005; Molden & Dweck, 2000).”
Understanding the Process of Stereotype Threat: A Review of Mediational Variables and New Performance Goal Directions (2004, background): “For example, research on self-efficacy has suggested that insofar as expectancies about success/failure affect an individual’s confidence in his or her ability and skills to perform a task, task selection, task effort, task value, and the meaning of task performance can change (e.g., Bandura, 1997; ”