Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence

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The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review (2019, background): “…last decade have shown that having a sense of school belonging is positively related to student functioning such as students’ school motivation (e.g. Gonida, Voulala, and Kiosseoglou 2009; Walker and Greene 2009), their socialemotional functioning such as their self-esteem (e.g. Dotterer and…”
Self-efficacy and achievement goals as motivational links between perceived contexts and achievement (2014, background): “To date, only few studies have examined relationships between the perceived achievement goals of others and the students’ own personal achievement goals in specific achievement settings (Friedel et al., 2007; Gonida et al., 2009).”
Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics (2011, unknown): “Gonida, Voulala, & Kiosseoglou, 2009 ; Lopez, 1999 ).”