Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses.

By Elizabeth A. Linnenbrink, P. Pintrich. 2001

134 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c5ddcf46a92c8bb9960685828abab283e059fbc6

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Citations in the corpus

The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “…cannot be readily differentiated into approach and avoidance dimensions, specific features of the learning environment, such as task difficulty and evaluation structure, may indirectly influence goal endorsement by shifting students’ perceptions of competence (Linnenbrink & Pintrich, 2001).”
Perceived Achievement Goal Structure and College Student Help Seeking. (2004, background): “…additional information about college students with different help-seeking patterns, as well as evidence that bears on achievement goal theory, especially the distinction between mastery-approach and mastery-avoid and performance-approach and performance-avoid goals (Linnenbrink & Pintrich, 2001).”
The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. (2009, unknown): “…Elliot & Harackiewicz, 1994; Harackiewicz & Elliot, 1993), or the achievement environment (Barron & Harackiewicz, 2001; KristofBrown & Stevens, 2001; Sansone, 1989; see also El-Alayli, 2006), including the classroom environment (Lau & Nie, 2008; Linnenbrink, 2005; Linnenbrink & Pintrich, 2001).”
The Dilemma of Performance-Approach Goals: The Use of Multiple Goal Contexts to Promote Students' Motivation and Learning. (2005, background): “Furthermore, it is not clear whether students with different personal goals respond to classroom goal contexts in the same way (Linnenbrink & Pintrich, 2001).”
A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions (2007, background): “The influence of context on motivation has been further examined by Linnenbrink and Pintrich (2001). They also stated that objective, contextual influences on a student's goal orientation may be mediated by the student's other cognitive conditions.”
Achievement Goal Theory and Affect: An Asymmetrical Bidirectional Model (2002, methodology): “Linnenbrink and Pintrich (2001b) found no differences in positive emotions between the mastery and performance conditions; however, this null finding is expected if both approach mastery and approach performance goals increase positive affect.”
Multiple Achievement Goals and Multiple Pathways for Learning: The Agenda and Impact of Paul R. Pintrich (2005, background): “…school or classroom goal structures along the approach–avoid dimension (e.g., Kaplan, Gheen, & Midgley, 2002; Karabenick, 2004; Linnenbrink, 2004; Linnenbrink & Pintrich, 2001b) and whether to focus on perceived or objective indicators of the classroom goal structure (e.g., Kaplan, Middleton,…”
Engaged Participation versus Marginal Nonparticipation: A Stridently Sociocultural Approach to Acheivement Motivation (2003, background): “Anderman and Young (1994), Maehr and Anderman (1993), Maehr and Midgley (1996), and many others have demonstrated and argued how modifiable as- .”
Promoting Effective Task Interpretation as an Important Work Habit: A Key to Successful Teaching and Learning (2004, background): “…sometimes focus on accomplishing learning objectives (e.g., reading to learn a concept; writing an evocative poem), students sometimes focus instead on achieving highly in relation to peers or avoiding a task altogether (Linnenbrink & Pintrich, 2001; Pintrich, 2000; Pintrich & Schrauben, 1992).”
Factors Influencing Academic Motivation of Ethnic Minority Students: A Review (2018, unknown): “…& Wellborn, 1998), level of interest (Eccles et al., 1998; Pintrich & Schunk, 2002; Schiefele, Krapp, & Winteler, 1992), classroom environment (Linnenbrink & Pintrich, 2001), levels of value (task value; Pintrich & Schrauben, 1992), and goals and goal orientation (Ford, 1992; Wentzel, 2000).”
A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. (2003, background): “This selective goal pattern is also more in line with a contextual view of achievement goals, which assumes that goal adoption is more dynamic and situated than just a function of personal characteristics (Linnenbrink & Pintrich, 2001).”