Multiple Goals, Multiple Pathways: The Role of Goal Orientation in Learning and Achievement.

By P. Pintrich. 2000

2,246 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/eecfdb2ba9dcdf2dae466b896ac0ab2d19c3f5cd

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance (2010, background): “Achievement–goal orientations refer to the underlying purposes for engaging in achievement-related behaviors (Ames 1984; Pintrich 2000).”
Changes in self-reported academic cheating across the transition from middle school to high school (2004, background): “When a student holds a performance goal, the primary reasons for engaging in an academic task are to demonstrate that one is smart, or to avoid looking less than smart (for reviews, see Ames, 1992; Ames & Archer, 1988; Anderman &Maehr, 1994; Dweck & Leggett, 1988; Midgley et al., 1998; Pintrich, 200”
Perceived Threat, Controlling Parenting, and Children's Achievement Orientations (2005, background): “Although Meece and Holt (1993) and Pintrich and Garcia (1991) found that those with high mastery and low performance goals functioned most adaptively, Pintrich (2000) found few differences between high mastery/high performance goal and high mastery/low performance goal groups.”
Performance-approach goals: good or bad forms of regulation? (2003, background): “…trichotomous (mastery/performance-approach/performance avoidance; Elliot & Harackiewicz, 1996; Elliot & Church, 1997) and 2 2 (mastery-approach/masteryavoidance/performance-approach/performance avoidance; Elliot, 1999; see also Elliot & McGregor, 2001; Pintrich, 2000a) achievement goal frameworks.”
Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics (2018, neutral): “Achievement goal theorists have been debating for over a decade about whether performance-approach goals (i.e., goals that aim at outperforming others) constitute a maladaptive form of motivation and hence whether it should be totally discouraged by teachers and parents (Harackiewicz, Barron, Pintri”
Understanding the Relationship Between Perfectionism and Achievement Motivation in Gifted College Students (2004, background): “Pintrich (2000a) explained that, according to this theory, adopting high levels of mastery and performance goals would be the most adaptive because of the multiplicative interaction effects.”
Procrastination: Associations with achievement goal orientation and learning strategies (2007, methodology): “…set of correlates of the mastery-approach orientation – low procrastination, greater organization, higher cognitive and meta-cognitive strategy usage, deep processing, and higher grades – suggesting that this orientation is most conducive to a self-regulated approach to learning (Pintrich, 2000b).”
My intelligence may be more malleable than yours: the revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement, motivation, and student disengagement (2015, neutral): “…and performance goals is also consistent with research that indicates these goals can operate in combination, often with more adaptive outcomes for achievement and motivation (Barron & Harackiewicz, 2001; De Castella, Byrne & Covington, 2013; Midgley, Kaplan & Middleton, 2001; Pintrich, 2000).”