Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions

By Corwin Senko, Chris S. Hulleman, Judith M. Harackiewicz. 2011

857 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d2abe2e2b9a95d4a4dd5e37383a571ccd2ca1efa

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “However, given the continuing controversy surrounding performanceapproach goals as recently highlighted in Senko et al. (2011), it is important to look for evidence of suppression and to interpret one’s findings appropriately.”
Transformational and Transactional Leadership and Followers’ Achievement Goals (2013, background): “…goals are the only optimal achievement regulator has been challenged by a quite consistent link between performance goals and performance attainment (e.g., Baranik et al. 2010; Cianci et al. 2010; Hulleman et al. 2010; Payne et al. 2007; Seijts and Crim 2009; Senko et al. 2011; Yeo et al. 2009).”
A Multicomponent Measure of Writing Motivation With Basic College Writers (2016, methodology): “, 2010) and in academics in general (Senko et al., 2011) has reported positive correlations among performance and mastery goals and self-efficacy but negative correlations of avoidance goals with self-efficacy and affect.”
University Instructors’ Achievement Goals for Teaching (2019, background): “Taken together, the present results emphasize that additionally splitting performance goals into appearance and normative components seems to be effective in resolving some of the previous inconsistent findings and the ongoing debate about the effects of performance goals (Senko et al., 2011; Senko ”
Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics (2011, background): “Several studies have found a positive correlation between mastery goals and performance-approach goals (for an overview see Senko, Hulleman, & Harackiewicz, 2011 ), while the literature usually shows no relationship or a negative correlation between mastery goals and performance-avoidance goals (e.”