The 2 × 2 Achievement Goal Framework: An Overview of Empirical Research.

By Arlen C. Moller, A. Elliot. 2006

169 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d569a62c03c79fcec2154ab048977447c422ad01

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Citations in the corpus

Perfectionism and achievement goals in athletes: Relations with approach and avoidance orientations in mastery and performance goals (2008, methodology): “In this endeavor, researchers have looked at achievement goals using different frameworks adopting first a dichotomous, then a trichotomous, and finally a 2 × 2 framework (Elliot & Conroy, 2005; Moller & Elliot, 2006).”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, unknown): “These four goal orientations have been described as theoretically distinct (Elliot, 1999; Elliot & Conroy, 2005; Moller & Elliot, 2006; Pintrich, 2000a, 2000b), and this distinction is also supported by factor analyses (e.g., Cury, Elliot, Da Fonseca, & Moller, 2006; Elliot & McGregor, 2001; Elliot…”
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “Similarly, mastery-avoidance goals are linked to high anxiety, low self-efﬁcacy, disengagement, and poor performance (e.g., Van Yperen, El-liot, & Anseel, 2009; for a review, see Moller & Elliot, 2006).”
Perfectionism and exam performance: The mediating effect of task-approach goals (2015, result): “Regarding the 3 2 achievement goals, we expected other-approach goals to positively predict exam performance (cf. Elliot et al., 2011) in line with previous research on the 2 2 model suggesting that performance-approach goals predict academic achievement (Moller & Elliot, 2006).”
Performance-Approach Goal Effects Depend on How They Are Defined: Meta-Analytic Evidence From Multiple Educational Outcomes (2017, unknown): “Each goal’s effects are welldocumented in several reviews (e.g., Moller & Elliot, 2006; Senko, Hulleman, & Harackiewicz, 2011) and meta-analyses (Baranik, Stanley, Bynum, & Lance, 2010; Cellar et al., 2011; Huang, 2011a, 2011b; Hulleman, Schrager, Bodmann, & Harackiewicz, 2010; Lochbaum & Gottardy,…”
Relations between Teachers’ Goal Orientations, Their Instructional Practices and Students’ Motivation (2013, background): “…has provided some evidence that learning avoidance goals lead to different consequences than learning approach goals (for overviews see Huang, 2012; Moller & Elliot, 2006), learning avoidance goals are beyond the scope of the present paper, mainly because no evidence exists to support the validity…”
Flourishing: Achievement-related correlates of students’ well-being (2009, background): “Flourishing students endorsed the mastery-approach goal orientation more than did languishing or moderately healthy students, consistent with the portrayal of masteryapproach goals as highly adaptive (Moller & Elliot, 2006).”
Why Grades Engender Performance Avoidance Goals: The Mediating Role of Autonomous Motivation (2011, background): “…(1988) presented perceived competence as a potential moderator of the relationship between goals and a range of learning outcomes, more recently, Moller and Elliot (2006), citing the failure of Cury, Elliot, Da Fonseca, and Moller (2006) to find a moderating role of perceived competence in the…”
Examining the Construct Validity of Mastery-Avoidance Achievement Goals: A Meta-Analysis (2010, methodology): “We used the Payne et al. (2007) findings as a foundation for the variables that we believed would differentially predict achievement goals and included variables noted by Moller and Elliot (2006) to be particularly relevant when examining MAV goals.”
The influence of achievement goals and social goals on help-seeking from peers in an academic context (2011, background): “The positive relationship between mastery-avoidance goals and help-seeking is of particular interest, because several studies (see Moller & Elliot, 2006, for review) have found negative consequences of mastery-avoidance goal pursuit (e.g., high test anxiety, low intrinsic motivation).”