Journal Article10.1037/0022-3514.85.3.541
Clarifying Achievement Goals and Their Impact.
Heidi Grant,Carol S. Dweck +1 more
1.4K
TL;DR: In 5 studies, including a longitudinal study in a difficult premed course, the authors show that the impact of learning and performance goals depends on how they are operationalized.
read more
Abstract: The study of achievement goals has illuminated basic motivational processes, though controversy surrounds their nature and impact. In 5 studies, including a longitudinal study in a difficult premed course, the authors show that the impact of learning and performance goals depends on how they are operationalized. Active learning goals predicted active coping, sustained motivation, and higher achievement in the face of challenge. Among performance goals, ability-linked goals predicted withdrawal and poorer performance in the face of challenge (but provided a “boost” to performance when students met with success); normative goals did not predict decrements in motivation or performance; and outcome goals (wanting a good grade) were in fact equally related to learning goals and ability goals. Ways in which the findings address discrepancies in the literature are discussed.
read more
Chat with Paper
AI Agents for this Paper
Find similar papers on Google Scholar, PubMed and Arxiv
Write a critical review of this paper
Analyze citations of this paper to find unaddressed research gaps
Citations
Women entrepreneurs in a Botswana context: drivers for success
Duduzile Beryl Khupe
TL;DR: Women entrepreneurs in Botswana navigate challenges and barriers to success through resilience, agility, and a positive mindset. Access to finance remains the biggest challenge faced by women entrepreneurs in Botswana.
1
Promoting growth mindset in occupational therapy education
TL;DR: Increasing growth mindset in graduate occupational therapy students is described and further discussed in this article in order to facilitate the development of academically and emotionally prepared occupational therapy practitioners.
1
The item position effects in international examinations: the roles of gender
Georgios D. Sideridis,Hailah Hamed,Fathima M. Jaffari +2 more
TL;DR: Item position effects in international examinations are modest and gender-related, with females spending more time on items when they appear later on the test.
1
References
Assessing Coping Strategies: A Theoretically Based Approach
TL;DR: A multidimensional coping inventory to assess the different ways in which people respond to stress was developed and an initial examination of associations between dispositional and situational coping tendencies was allowed.
11.8K
A social-cognitive approach to motivation and personality
Carol S. Dweck,Ellen L. Leggett +1 more
TL;DR: In this article, the authors present a research-based model that accounts for these patterns in terms of underlying psychological processes, and place the model in its broadest context and examine its implications for our understanding of motivational and personality processes.
Motivational and self-regulated learning components of classroom academic performance.
TL;DR: In this article, a correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes.
Classrooms: Goals, structures, and student motivation.
TL;DR: In this paper, the authors examine the classroom learning environment in relation to achievement goal theory of motivation and argue for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other.
6.5K
The role of goal orientation in self-regulated learning.
Paul R. Pintrich
- 01 Jan 2000
TL;DR: In this paper, a general framework of mastery and performance goals is proposed to conceptualize the academic achievement goals that students may adopt in classroom settings and their role in facilitating or constraining self-regulated learning.
4.9K