The Role of Achievement Goals in the Development of Interest: Reciprocal Relations Between Achievement Goals, Interest, and Performance

By Judith M. Harackiewicz, Amanda M. Durik, K. Barron, Lisa Linnenbrink-Garcia, J. Tauer. 2008

770 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/e8a9a50fcf73b2046aee9bd1fdfa256831d2428b

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In Experimental and Cognitive Psychology

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Citations in the corpus

Disentangling the effects of interest and choice on learning, engagement, and attitude (2015, methodology): “Consistent with the literature (Flowerday et al., 2004; Harackiewicz et al., 2008; Hidi & Renninger, 2006; Linnenbrink-Garcia et al., 2013; Patall, 2013; Schraw, Flowerday, & Lehman, 2001), considerable support for the importance of situational interest was found.”
Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. (2010, neutral): “…on student engagement has focused on achievement goals, interest, and intrinsic motivation (Elliot & Dweck, 2005; Harackiewicz, Durik, Barron, Linnenbrink-Garcia, & Tauer, 2008; Hulleman, Durik, Schweigert, & Harackiewicz, 2008; Hidi, 2006; Pekrun, Elliot, & Maier, 2009; Sansone & Thoman, 2005).”
Studying Triggers for Interest and Engagement Using Observational Methods (2015, background): “The triggered interest may be fleeting, but there is the possibility that it will develop and lead to the kind of productive participation that characterizes more-developed interest (Guthrie et al., 2006; Harackiewicz, Durik, Barron, Linnenbrink-Garcia, & Tauer, 2008; Mitchell, 1993; Palmer, 2004).”
Predictors and outcomes of situational interest during a science learning task (2013, background): “The connection between students’ achievement goals and interests, both individual and situational, has recently been addressed in motivation research (Harackiewicz et al. 2008; Hidi and Harackiewicz 2000).”
Undergraduate Engineering Students’ Beliefs, Coping Strategies, and Academic Performance: An Evaluation of Theoretical Models (2012, background): “Such relations are interesting as having a mastery goal is often linked to self-initiation, persistence, deep learning, and self-monitoring behaviors (Harackiewicz et al, 2008 ; Patrick et al, 2007 ).”
Constructing motivation through choice, interest, and interestingness (2013, background): “…interest, and situational interest both in and outside of educational contexts and across various levels of schooling (e.g., Ainley et al., 2002; Harackiewicz et al., 2008; Krapp, 2002; Lepper, Corpus, & Iyengar, 2005; Ryan & Deci, 2000; Schiefele, 2001), initial individual interest and task…”
Making Connections: Replicating and Extending the Utility Value Intervention in the Classroom (2017, background): “, Hidi & Renninger, 2006) and empirical research (Harackiewicz et al., 2008) demonstrate that perceptions of competence and value are key antecedents of interest.”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, background): “…possibly could Performance approach goals My aim is to perform well relative to other students I am striving to do well compared to other students Performance avoidance goals I am striving to avoid performing worse than others My aim is to avoid doing worse than other students Harackiewicz et al .”
Homo Curious: Curious or Interested? (2019, background): “…people’s emotional reactions to a task or topic (see Table 2 in Appendix), including enjoyment (e.g., Chen et al. 1999), fun or entertaining (e.g., Harackiewicz et al. 2008), liking (e.g., Linnenbrink-Garcia et al. 2010), and attractive or appealing (e.g., Zhu et al. 2009), further…”