Goals, goal structures, and patterns of adaptive learning

By C. Midgley. 2014

440 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ee22d2ec7a6896d4339e8712e7451076853fcc46

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In Social Psychology

Citations in the corpus

Classroom contexts for creativity (2014, background): “A performance-avoidant orientation refers to a motivational disposition that students adopt so as to avoid appearing incompetent in the eyes of their teachers or peers (Midgley, 2002).”
Preservice Teachers’ Attitudes and Beliefs Toward Student Diversity and Proposed Instructional Practices (2013, background): “These measures have well-established psychometric properties (Anderman & Midgley, 2002).”
Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation (2015, positive): “The hypothesized associations between instructional practices and aspects of student motivation were based on previous considerations and findings suggesting that mastery-oriented practices facilitate students’ mastery goals and subject interest (Fauth et al., 2014; Meece et al., 2006; Midgley, 2002”
The role of teachers’ orientation to learning in professional development and change: A national study of teachers in England (2011, background): “Midgley (2002) and her collaborators have contributed a significant body of work on student learning orientations from a strictly psychological perspective.”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “More recently, several researchers have attempted to differentiate between performance-approach and performanceavoidance classroom goal structures (Kaplan, Gheen, & Midgley, 2002; Karabenick, 2004; Murayama & Elliot, 2009; Wolters, 2004; Zusho et al., 2007).”
Academic Goal Orientations, Multiple Goal Profiles, and Friendship Intimacy among Early Adolescents. (2007, neutral): “…32 (2007) 231–252 focused on academic engagement such as cognitive and meta-cognitive strategies, grades, and school-related behavior and aVect (see reviews in Ames, 1992; Anderman & Maehr, 1994; Brophy, 2004; Elliot, 1999; Kaplan, Middleton, Urdan, & Midgley, 2002; Pintrich, 2000a; Urdan, 1997a).”
Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level. (2007, background): “E-mail: cwolters@uh.edu Journal of Educational Psychology Copyright 2007 by the American Psychological Association 2007, Vol. 99, No. 1, 181–193 0022-0663/07/$12.00 DOI: 10.1037/0022-0663.99.1.181 181 cheating (Murdoch et al., 2001), and disruptive behavior (Kaplan, Gheen, & Midgley, 2002).”
Motivational influences on transfer of problem-solving strategies (2005, background): “The theory has been studied extensively in the past two decades, and has become one of the main frameworks for conceptualizing students achievement motivation (for recent reviews see Elliot, 1999; Kaplan & Maehr, 2002; Kaplan, Middleton, Urdan, & Midgley, 2002; Pintrich, 2000a; Urdan, 1997).”
Assessing Academic Self-Regulated Learning (2005, background): “Several studies with elementary, middle school, and adolescent learners (freshman and sophomore college students) have examined effects of achievement goals (Midgley, 2002; Pintrich & Schunk, 2002; Pintrich, 2000a, 2000b).”
Does Assessment Kill Student Creativity? (2005, background): “Teachers’ classroom assessment practices are laden with goal-related messages that influence the motivational beliefs and subsequent achievement behavior of their students (Ames 1992; Midgley 2002; Pintrich and Schunk 2002; Stipek 1998).”