Advancing Achievement Goal Theory
Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement.
Bibliographic Data
| ID | 23328595 |
|---|---|
| Authors | Christopher A Wolters (0000-0002-8406-038X, University of Houston, corresponding author) |
| Year | 2004 |
| Volume | 96 |
| Issue | 2 |
| Pages | 236-250 |
| Publication date | 2004-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-0663 • E-ISSN: 1939-2176 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0022-0663.96.2.236 |
| OpenAlex | W2027107101 |
| Language | EN |
| Citations received | 222 |
| References cited | 54 |
The objective of this study was to investigate how different components of achievement goal theory were related to each other and to students' motivation, cognitive engagement, and achievement in mathematics. Junior high school students (N = 525) completed a self-report survey that assessed their perceived classroom goal structures; personal goal orientations; and a collection of outcomes that included persistence, procrastination, choice, their use of cognitive and metacognitive learning strategies, and mathematics grade. Results indicate that mastery structure and mastery orientation were related to adaptive outcomes in all areas. The patterns of relations for performance-approach goal structure, and for performance-approach and performance-avoidance goal orientations were less uniform across outcomes. Implications for achievement goal theory and future research are discussed.
Academic achievement · Cognition · Cognitive psychology · Goal Orientation · Goal setting · Goal theory · Mastery Learning · Mathematics education · Need for achievement · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Perfectionism, Procrastination, Anxiety Studies · Psychology · Social Psychology
Ciljevi postignuća
Motivação do aluno para aprender
As metas académicas como operacionalização da motivação do aluno
Emergency certified teachers’ motivations for entering the teaching profession
Escala de factores estructurales de la clase
Teachers' Emphasis on Mastery Goals Moderates the Behavioral Correlates of Coolness in Early Adolescent Classrooms
System failure? Exploring the interplay of fear of failure, competition, cooperation and sense of belonging in education in England and Flanders
Escala de avaliação da motivação para aprender de alunos do ensino fundamental (EMA)
The Making of the Motivated Strategies for Learning Questionnaire
Promoting early adolescents' achievement and peer relationships
Competition and performance
Mastery-approach goals
Longitudinal relations of classroom goal structures to students’ motivation and learning outcomes in health education
Achievement goals and conceptual learning
Students’ classroom engagement produces longitudinal changes in classroom motivation.
Goal structures and teachers' sense of efficacy
How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement.
How students create motivationally supportive learning environments for themselves
Regulating Debilitating Emotions in the Context of Performance
The role of goal structures and peer climate in trajectories of social achievement goals during high school
Introducing support for learner control
On the influence of social norms on individual achievement goals
Do goals lead to outcomes or can it be the other way around
Personal best ( PB ) goal structure, individual PB goals, engagement, and achievement
Personal goals as predictors of intended classroom goals
Classroom Goal Structures and HIV and Pregnancy Prevention Education in Rural High School Health Classrooms
Motivation and Classroom Learning
Handbook of Motivation at School
Engaging students in learning activities
Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context.
Discriminant and criterion-related validity of achievement goals in predicting academic achievement
Striving to connect
Experimentally Based, Longitudinally Designed, Teacher-Focused Intervention to Help Physical Education Teachers Be More Autonomy Supportive Toward Their Students
On the measurement of achievement goals
The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes.
Self-Regulated Learning
Achievement goals and achievement emotions
Positive classroom motivational environments
Understanding and measuring student engagement in school
Performance-approach goal effects depend on how they are defined
A 3 × 2 achievement goal model.
Psychological capital bolsters motivation, engagement, and achievement
Agency as a fourth aspect of students’ engagement during learning activities
Creative Self-Efficacy
Gender Gap in Science, Technology, Engineering, and Mathematics (STEM)
Academic motivation and self-regulation
Achievement Goal Theory at the Crossroads
Measuring Cognitive Engagement With Self-Report Scales
A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students
The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence
Situational interest and academic achievement in the active-learning classroom
Classroom effects on student motivation
Perceived Achievement Goal Structure and College Student Help Seeking.
The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome
Classroom Goal Structure, Student Motivation, and Academic Achievement
A classroom-based intervention to help teachers decrease students’ amotivation
Peer and teacher supports in relation to motivation and effort
Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation
Does perceived teacher affective support matter for middle school students in mathematics classrooms?
Fostering Learning Goals at Work
Effect of positive behavioral intervention on achievement goal orientation in hard-of-hearing students
Investigating the Discriminant Utility of Task-Based and Self-Based Goals in 3 × 2 Achievement Goal Model for Kindergarteners
Socializing” Achievement Goal Theory
Cultural Insights into the Motivation Paradox of East Asian Learners
Emotion regulation and learning from academic failures
Engaged or just compliant? A person-centered investigation of the dimensionality and structure of student engagement
Éléments de validité à propos d’un instrument mesurant le climat relationnel perçu par des étudiants et étudiantes universitaires à distance1
Motivation à apprendre et volition à l’adolescence
Student engagement in a higher education course
Who Is Part of the “Mindset Context”? The Unique Roles of Perceived Professor and Peer Mindsets in Undergraduate Engineering Students’ Motivation and Belonging
Ensuring quality inclusive and equitable education by increasing emotional intelligence through positive attitudes in students' learning from mistakes
Investigate the Relationship of Creative Thinking Skills and Junior High School Student Motivation
Exploring Students’ Learning Experience and Engagement in Asynchronous Learning Using the Community of Inquiry Framework through Educational Design Research
Students’ Performance in Physical Education
Synchronous Distance Learning
Examining the Relationships Between Students’ Achievement Goals and Their Academic Achievement in an OER-Based Course
The Influence of Active and Passive Procrastination on Academic Performance
Effectiveness of a Mastery Climate Cognitive-Motor Skills School-based Intervention in children living in poverty
Longitudinal reciprocal relationships among mastery goals, autonomous motivation, and motivation instability
When is a performance-approach goal unhelpful? Performance goal structure, task difficulty as moderators
Teacher goal setting for personalized learning software
Realigning individual behavior with societal values
Perceived classroom goal structures as predictors of students’ personal goals
Why college students procrastinate in online courses
Evaluation of an academic satisfaction model in E-learning education contexts
Achievement motives and mastery-approach goals serially mediate the relationships between teaching quality and reading achievement
Structural relations among achievement goals, perceptions of classroom goals, and grit
Daily autonomy, relatedness, and classroom engagement among Latino and White high school science students
A psychometric evaluation of online homework goal orientation scale
A test of the impact of three-type goal orientation on utility perception and transfer motivation
Enhancing bilingual learners’ Chinese learning
Motivating science learning when shifting from face-to-face instruction to distance learning
Measuring high school student engagement in science learning
Probing EFL Teachers' Perceptions of Learners' Success Factors and its Contribution to Their Goal-Orientations and Organizational Commitment
Profiles of vocational college students’ achievement emotions in online learning environments
Revealing the theoretical basis of gamification
Effects of feedback design and dispositional goal orientations on volunteer performance in citizen science projects
Student confidence in learning during the Covid-19 pandemic
Gratitude intervention optimizes effective learning outcomes in Filipino high school students
Associations between learning analytics dashboard exposure and motivation and self-regulated learning
Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school
Self-enhancing and self-defeating ego orientation
Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social–emotional role, and the classroom goal structure.
Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools
The relation between goal orientation and students' motivational beliefs and self-regulated learning
Achievement goals in the classroom
Using Hierarchical Linear Modeling to Study Social Contexts
Engagement in Academic Work
Multiple goals, multiple pathways
Understanding procrastination from a self-regulated learning perspective.
The Development and Validation of Scales Assessing Students' Achievement Goal Orientations
Self-Efficacy Beliefs in Academic Settings
Avoiding the demonstration of lack of ability
Achievement goals, study strategies, and exam performance
Influences on Achievement
Short-term and long-term consequences of achievement goals
Ego-involved persistence
Reasons for Studying
Achievement Goals and Student Well-Being
The role of motivation in promoting and sustaining self-regulated learning
Performance-approach goals
Social Predictors of Changes in Students' Achievement Goal Orientations
Revision of achievement goal theory
Perceptions of classroom environment, achievement goals, and achievement outcomes.
Classrooms
A social-cognitive approach to motivation and personality.
Motivational and self-regulated learning components of classroom academic performance.
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Predictors of Middle School Students' Use of Self-Handicapping Strategies
A 2 × 2 achievement goal framework
A hierarchical model of approach and avoidance achievement motivation
Test anxiety and the hierarchical model of approach and avoidance achievement motivation
The Role of Classroom Goal Structure in Students’ Use of Self-Handicapping Strategies
Achievement goals and optimal motivation
Approach and avoidance achievement goals and intrinsic motivation
Predictors and consequences of achievement goals in the college classroom
The impact of goal orientation on self-regulation and performance among college students
| Unique citing works | 222 |
|---|---|
| Citations per year | 10,09 |
| Citation span | 2004 - 2026 (23) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 197 |