Achievement Goals, Social Goals, and Students’ Reported Persistence and Effort in High School Physical Education

By Jianmin Guan, Ping Xiang, R. McBride, A. Bruene. 2006

176 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ce4cebad10bde2513ea4941a60f8d35bc5819163

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Maarten Vansteenkiste
2. W. Lens
3. Athanasios Mouratidis
4. Y. V. Auweele
5. M. Solmon
6. Xiangli Gu
7. Tao Zhang
8. Bart Soenens

In Safety Research

1. W. Lens
2. Maarten Vansteenkiste
3. Athanasios Mouratidis
4. Y. V. Auweele
5. M. Solmon
6. Xiangli Gu
7. Tao Zhang
8. Bart Soenens

In Social Psychology

1. Maarten Vansteenkiste
2. W. Lens
3. Athanasios Mouratidis
4. Y. V. Auweele
5. M. Solmon
6. Xiangli Gu
7. Tao Zhang
8. Bart Soenens

Citations in the corpus

• Beyond positive and negative affect: achievement goals and discrete emotions in the elementary physical education classroom. (2009, result): “For instance, high intercorrelations between goals that share no common dimension have been reported (Guan, Xiang, McBride, & Bruene, 2006; Wang, Biddle, & Elliot, 2007) and similar relations of different achievement goals to outcomes were obtained, suggesting a lack of functional discrimination amo”
• The Role of Teachers’ Support in Predicting Students’ Motivation and Achievement Outcomes in Physical Education (2012, methodology): “Eight items developed by Guan and his colleagues (Guan et al., 2006) were used to measure students’ persistence and effort in physical education.”