Achievement Goal Theory and Affect: An Asymmetrical Bidirectional Model

By Elizabeth A. Linnenbrink, P. Pintrich. 2002

463 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c28f9550305451e071f37a3cdf3037bec34355cf

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In Education

In Experimental and Cognitive Psychology

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Citations in the corpus

Expectancy-value theory: retrospective and prospective (2010, unknown): “…(see Pekrun, Goetz, Titz, & Perry, 2002; Schutz & Davis, 2000; Turner & Husman, 2008), attributions (Perry, Turner, & Meyer, 2006; Weiner, 2000), and goal orientations (Linnenbrink & Pintrich, 2002; Turner, Meyer, Schweinle, 2003) and expectancies and values (Frenzel, Pekrun, & Goetz, 2007).”
Linking academic emotions and student engagement: mature-aged distance students’ transition to university (2015, background): “This illustrates the idea that with ongoing problems, negative emotions can generalise as moods and feed back into the learning situation (Linnenbrink and Pintrich 2002).”
Multiple Achievement Goals and Multiple Pathways for Learning: The Agenda and Impact of Paul R. Pintrich (2005, background): “Their theorizing on affect is based on a regulatory model through which individuals experience a variety of emotions based on perceived progress toward (or away from) goals (Linnenbrink & Pintrich, 2002a).”
Performance-Approach Goal Effects Depend on How They Are Defined: Meta-Analytic Evidence From Multiple Educational Outcomes (2017, background): “Achievement goals should affect learning in part through the emotions they evoke during task engagement (Linnenbrink & Pintrich, 2002; Pekrun, Elliot, & Maier, 2006).”
Use of Task-Value Instructional Inductions for Facilitating Engagement and Conceptual Change. (2013, methodology): “For the present study, the task value inductions were formatted in a manner consistent with the task instructions utilized by Jang (2008), as well as Hulleman et al. (2010) and Linnenbrink and Pintrich (2002).”
The power of anticipated feedback: Effects on students' achievement goals and achievement emotions (2014, background): “During the past dozen years, researchers have moved beyond traditional research perspectives addressing these two constructs in isolation and have started to examine their combined effects on achievement-relevant outcomes (Linnenbrink & Pintrich, 2002; Pekrun, Elliot, & Maier, 2009).”
A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. (2003, background): “There is a clear need for more research in this area with academic tasks and careful attention to the nature of the tasks and the different kinds of cognitive processing or learning activities that are required (Forgas, 2003; Linnenbrink & Pintrich, 2002).”
Positive Psychology and Positive Education: Old Wine in New Bottles? (2012, background): “Linnenbrink and Pintrich (2002) developed a conceptual model linking affect in classroom settings to achievement goal theory, a prominent social cognitive theory of motivation based on a distinction between students’ mastery goal orientation, focused on learning or understanding, and performance…”
Emotional design in multimedia learning. (2012, background): “Linnenbrink and Pintrich (2002a) noted, for example, that the experimental research on the effects of emotion on cognition mostly used mood-induction tasks, rather than environmental features, to induce positive affect.”