Current issues in achievement goal theory and research

By P. Pintrich, AnneMarie Conley, Toni M. Kempler. 2003

327 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c403698552a5235c47f55c5e203a68261f733ef7

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Motivating Organizations to Learn (2015, background): “Achievement goal theory is a social cognitive approach to motivation that proposes that individuals adopt different GOs in line with their underlying beliefs about ability (e.g., Covington, 2000; Dweck, 1986; Pintrich et al., 2003).”
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “Pintrich, Conley, and Kempler (2003) observed evidence for all three patterns, depending on the educational outcome being investigated, but the strongest support has been for the specialized model: Normative goals are associated with achievement, whereas mastery goals are associated with interest…”
The Relationship between Future Goals and Achievement Goal Orientations: An Intrinsic-Extrinsic Motivation Perspective. (2010, background): “The latest development of achievement goal theory has bifurcated mastery goal orientation into two forms, mastery-approach and mastery-avoidance (Cury, Elliot, Da Fonseca, & Moller, 2006; Elliot, 1999; Elliot & McGregor, 2001; Pintrich et al., 2003).”
Peer Motivational Climate in Youth Sport: Measurement Development and Validation (2005, background): “The role of peers in affecting children’s achievement motivation was also highlighted by Pintrich, Conley, and Kempler (2003).”
College Seniors' Theory of Their Academic Motivation. (2008, background): “Such an approach to investigating students’ academic motivation may, however, (a) constrain researchers from studying other important motivational constructs and their interactions with external, environment factors and (b) fail to elucidate the relationships of these constructs, both among the cons”
Multiple Achievement Goals and Multiple Pathways for Learning: The Agenda and Impact of Paul R. Pintrich (2005, background): “Pintrich et al. (2003) set a clear agenda for future research in this area, stating, We propose that given a teacher’s diverse set of instructional practices and the motivational climate of classrooms, students potentially adopt multiple goals.”
Examining Hong Kong students’ achievement goals and their relations with students’ perceived classroom environment and strategy use (2008, background): “Since students with a mastery goal orientation (sometimes labelled as having learning goals or task-involved goals) focus on developing competence, learning, and understanding, they tend to master a task according to self-referenced standards of importance (Pintrich et al., 2003).”