Journal Article10.1016/J.LINDIF.2010.11.026
Goal orientations predict academic performance beyond intelligence and personality
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TL;DR: In this article, the authors investigated the influence of goal orientations, intelligence, and personality on school performance in a sample of N ǫ=Â520 11th and 12th graders (303 female; mean age Mǫ = 16.94 years).
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About: This article is published in Learning and Individual Differences. The article was published on 01 Apr 2011. The article focuses on the topics: Intelligence and personality & Big Five personality traits.
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Citations
The competition–performance relation: a meta-analytic review and test of the opposing processes model of competition and performance
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TL;DR: The present research addresses this important multidisciplinary question by conducting a meta-analysis of existing empirical work and proposing a new conceptual model--the opposing processes model of competition and performance.
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Big Five personality traits and academic performance: A meta-analysis.
TL;DR: In this article, the authors report the most comprehensive assessment to date of the strength of the relationships between the Big Five personality traits and academic performance by synthesizing 267 independent samples (N =413,074) in 228 unique studies.
190
The relative importance of intelligence and motivation as predictors of school achievement: A meta-analysis
TL;DR: In this paper, a meta-analysis summarizes 74 studies that simultaneously examined the predictive power of intelligence and motivation for school achievement and found average correlations between intelligence (r = 0.44) and motivation (r= 0.27) with school achievement.
163
Hedonic and eudaimonic well-being: the role of resilience beyond fluid intelligence and personality traits
TL;DR: The results showed that resilience added a significant percentage of incremental variance with respect to fluid intelligence and personality traits in relation to life satisfaction, positive affect, life meaning, and authenticity, underline the value of resilience in both hedonic and EWB.
General Chemistry Students' Goals for Chemistry Laboratory Coursework.
TL;DR: In this paper, the authors characterized undergraduate students' learning goals for general chemistry laboratory coursework by recording video of students completing laboratory experiments and interviewing the students about their experiences, finding that students were primarily guided by affective goals, such as the desire to feel good by completing the requirements and getting done early.
129
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TL;DR: In this paper, a hierarchical model of approach and avoidance achievement motivation was proposed and tested in a college classroom and the results indicated that mastery goals were grounded in achievement motivation and high competence expectancies; performance-avoidance goals, in fear of failure and low competence expectation; and performance-approach goals were in ach.
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