Achievement goals, academic self-concept, and school grades in mathematics: Longitudinal reciprocal relations in above average ability secondary school students

By Christoph Niepel, Martin Brunner, F. Preckel. 2014

82 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d40de7c19798c28b5e13393ed7d86f2bb4805d25

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. Einar M. Skaalvik
2. Sidsel Skaalvik
3. A. Efklides
4. Herbert W. Marsh

In Social Psychology

1. Einar M. Skaalvik
2. Sidsel Skaalvik
3. Benjamin Dreer
4. Herbert W. Marsh
5. A. Efklides
6. Yusuf Feyisara Zakariya
7. R. Federici

Citations in the corpus

• Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics (2018, unknown): “…performance-approach goals (Chen, 2015; Church, Elliot, & Gable, 2001; Linnenbrink, 2005; Matos, Lens, Vansteenkiste, & Mouratidis, 2017 - Sample 2; Niepel, Brunner, & Preckel, 2014; Senko, Hama, & Belmonte, 2013; Song, Bong, Lee, & Kim, 2015) or by mastery-approach goals only (Keys, Conley,…”
• Mathematics anxiety and coping strategies among middle school students: relations with students’ achievement goal orientations and level of performance (2018, background): “However, several researchers report that it is related to a number of positive outcomes, for instance, effort, persistence, and performance (Church et al. 2001; Harackiewicz et al. 2002; Law et al. 2012; Niepel et al. 2014).”