College Goals: Do Self-Determined and Carefully Considered Goals Predict Intrinsic Motivation, Academic Performance, and Adjustment During the First Semester?

By Regina Conti. 2000

94 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/df37ff34450d342d4bc4037a3a23da2061ad3cc4

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Citations in the corpus

Hope and Academic Success in College. (2002, background): “Because they are attuned to their own goals and are in control of how they will pursue them, these students are intrinsically motivated and perform well academically (Conti, 2000).”
Exploring the links between students' engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom (2007, background): “So, an important finding of this study is that not all students devote much thinking to choosing their goals and reflecting on their goal systems (Conti, 2000).”
Hope Theory, Measurements, and Applications to School Psychology. (2003, background): “Furthermore, when students lack personal goals that fill their needs, their intrinsic motivations and performances are undermined (Conti, 2000).”
The influence of motivation and adaptation on students’ subjective well-being, meaning in life and academic performance (2016, background): “In a sample of first-year students in the USA, both intrinsic and extrinsic motivation positively predicted academic performance (Conti, 2000).”
How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance (2019, background): “2011), and it might be explained by the fact that high–hope students are attuned to their own goals, in control of how they will pursue them, and intrinsically motivated (Conti 2000; Snyder et al. 2002).”
Ethnic and Gender Differences in First-Year College Students’ Goal Orientation, Self-Efficacy, and Extrinsic and Intrinsic Motivation (2014, background): “Extrinsic motivation has been positively linked with academic performance (Conti, 2000), but has also been associated with shallow cognitive engagement (Walker, Greene, & Mansell, 2006) and poor autonomy in college students (Conti, 2000).”
Handbook of Positive Psychology in Schools (2014, background): “Related to this point, when students lack personal goals that fi ll their needs, their intrinsic motivations and performances are undermined (Conti, 2000).”