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.
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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.
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Citations
Teachers' Mindsets for Students with and without Disabilities.
TL;DR: In this article, teachers' beliefs regarding the stability of ability (mindset) and ability for four hypothetical students scenarios were measured, with no discernible differences for student gender or disability status.
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Students' experiences of home-school dissonance : The role of school academic culture and perceptions of classroom goal structures
TL;DR: In this paper, the authors examined stability and change during the elementary-to-middle school transition, focusing on adolescents' experiences of home-school dissonance because of real or perceived differences between home/self and values within the school context.
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Achievement goals, study strategies, and achievement: A test of the "learning agenda" framework.
TL;DR: The authors showed that mastery-approach goals promote an interest-based studying approach in which students allocate study time disproportionately to personally interesting material over duller material, and that this approach can jeopardize their academic achievement.
77
A longitudinal test of social cognitive career theory's academic persistence model among Latino/a and White men and women engineering students
TL;DR: In this paper, the authors tested Social Cognitive Career Theory's academic persistent model among engineering students from a longitudinal perspective and examined whether relations among the variables in the model differed between Whites and Latinos/as and between men and women engineering majors.
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Paul R. Pintrich
- 01 Jan 2000
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4.9K