Changes in Self-Efficacy, Challenge Avoidance, and Intrinsic Value in Response to Grades: The Role of Achievement Goals

By S. Shim, Allison M. Ryan. 2005

148 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/d605a90e766515917eb9e32e9dead7230e9207dd

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

An assessment arms race and its fallout: high-stakes grading and the case for slow scholarship (2015, background): “Grading is known to influence motivation, beliefs and behaviours (Shim and Ryan 2005), and so with frequent grading, any influences will be continually reinforced and more pronounced.”
School climate, academic self-efficacy and student achievement (2020, methodology): “Grades are of the most salient form of performance feedback for students and are often the basis for career decisions (Shim & Ryan, 2005).”
Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics (2018, unknown): “Regarding performance-avoidance goals, we expected, in line with prior studies which have highlighted their maladaptive nature (Jagacinski et al., 2008; Shim & Ryan, 2005), to relate negatively to challenge seeking and grades (Hypothesis 3).”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “…Pajares, 2001; Pajares & Cheong, 2003; Pekrun et al., 2006, 2009; Pugh et al., 2010; Ross et al., 2002; Ryan, Patrick, & Shim, 2005; Shih, 2005; Shim & Ryan, 2005; Sideridis, 2005b, 2006; M. Smith et al., 2002; Tanaka & Yamauchi, 2001; Van Yperen, 2006; Zusho et al., 2005) and a few studies in…”
Perceived competence moderates the relation between performance-approach and performance-avoidance goals (2012, result): “…decidedly mixed results with regard to this hypothesis, with some studies providing support (Covington & Omelich, 1984; Elliott & Dweck, 1988; Shim & Ryan, 2005) but a majority not providing support (Harackiewicz, Barron, Carter, Lehto, & Elliot, 1997; Kaplan & Midgley, 1997; Lieberman &…”
Psychological correlates of university students' academic performance: a systematic review and meta-analysis. (2012, background): “R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research.”
Underachievement Among College Students (2009, background): “Shim and Ryan (2005) found that students who valued mastery—mastering the content regardless of the academic gain—had higher motivation, while performance-avoidance—shying away from challenge and situations that could result in failure—related to lower motivation.”