z2r003102187 - American Psychological Association

advertisement
References Used in the Meta-Analysis
*Abar, B. (2005, April). Gender and ethnic differences in parenting, self-regulation, and
academic achievement among first year college students. Paper presented at the annual
meeting of the American Educational Research Association, Montreal, Ontario, Canada.
*Ablard, K. E. (2002). Achivement goals and implicit theories of intelligence among
academically talented students. Journal for the Education of the Gifted, 25, 215–232.
*Ablard, K. E., & Lipschultz, R. E. (1998). Self-regulated learning in high-achieving
students: Relations to advanced reasoning, achievement goals, and gender. Journal of
Educational Psychology, 90, 94–101.
*Adkins, S. J., & Yu, S. L. (2006, April). The relations of self-regulated learning to
public speaking anxiety and achievement. Poster presented at the annual meeting of the
American Educational Research Association, San Francisco, California.
*Albaili, M. A. (1998). Goal orientations, cognitive strategies, and academic achiement
among United Arab Emirates college students. Educational Psychology: An International
Journal of Experimental Educational Psychology, 18, 195–203.
*Anderman, E. M., Anderman, L. H., & Griesinger, T. (1999). The relation of present
and possible academic selves during adolescence to grade point average and achievement
goals. The Elementary School Journal, 100, 3–17.
*Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientations,
perceived academic competence, and grades across transition to middle-level schools.
Contemporary Educational Psychology, 22, 269–298.
*Baldwin, C. A. (2001). Achievement goals and exam performance: An exploration of
the role of study strategies and anticipatory test anxiety. Dissertation Abstracts
International, Section A. Humanities and Social Sciences, 62(2), 455.
*Baranik, L. E., Barron, K. E., Finney, S., & Sundre, D. L. (2005, April). A comparison
of general versus specific measures of achievement goal orientation. Poster presented at
the annual meeting of the American Educational Research Association, Montreal,
Ontario, Canada.
*Barron, K. E., Finney, S. J., Davis, S. L., & Owens, K. M. (2003, April). Achievement
goal pursuit: Are different goals activated and more beneficial in different types of
academic situations? Paper presented at the annual meeting of the American Educational
Research Association, Chicago, Illinois.
*Barron, K. E., & Harackiewicz, J. M. (2003). Revisiting the benefits of performanceapproach goals in the college classroom: Exploring the role of goals in advanced college
courses. International Journal of Educational Research, 39, 357–374.
*Bell, B. S., & Kozlowski, S. W. J. (2002). Goal orientation and ability: Interactive
effects on self-efficacy, performance, and knowledge. Journal of Applied Psychology, 87,
497–505.
*Bong, M. (2004). Academic motivation in self-efficacy, task value, achievement goal
orientations, and attributional beliefs. The Journal of Educational Research, 97, 287–297.
*Bong, M. (2005). Within-grade changes in Korean girls’ motivation and perceptions of
the learning environment across domains and achievement levels. Journal of Educational
Psychology, 97, 656–672.
*Born, W. K. (2000). The effect of workshop groups on achievement goals and
performance in biology: An outcome evaluation. Dissertation Abstracts International:
Section B. Sciences and Engineering 61(11), 6184.
*Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal
orientation on self-regulation and performance among college students. British Journal of
Educational Psychology, 65, 317–329.
*Braten, I., Samuelstuen, M. S., & Stromso, H. I. (2004). Do students’ self efficacy
beliefs moderate the effects of performance goals on self regulatory strategy use?
Educational Psychology, 24, 231–247.
*Braten, I., & Stromso, H. I. (2004). Epistemological beliefs and implicit theories of
intelligence as predictors of achievement goals. Contemporary Educational Psychology,
29, 371–388.
*Buford, R. W. (2004). Relations among implicit beliefs about athletic ability, athletic
goal orientation, and performance outcomes among touring golf professionals.
Dissertation Abstracts International, Section B: Sciences and Engineering, 65(6), 3188.
*Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom
environment, achievement goals, and achievement outcomes. Journal of Educational
Psychology, 93, 43–54.
*Conroy, D. E. (2004). The unique psychological meanings of multidimensional fears of
failing. Journal of Sport and Exercise Psychology, 26, 484–491.
*Conroy, D. E., & Elliot, A. J. (2004). Fear of failure and achievement goals in sport:
Addressing the issue of the chicken and the egg. Anxiety, Stress, and Coping, 17, 271–
285.
*Conroy, D. E., Elliot, A. J., & Hofer, S. M. (2003). A 2  2 achievement goals
questionnaire for sport: Evidence for factorial invariance, temporal stability, and external
validity. Journal of Sport and Exercise Psychology, 25, 456–476.
*Conroy, D. E., Kaye, M. P., & Coatsworth, J. D. (2006). Coaching climates and the
destructive effects of mastery-avoidance achievement goals on situational motivation.
Journal of Sport and Exercise Psychology, 28, 69–92.
*Cramblet, L. D., & Denzine, G. M. (2006, April). Converging evidence that college
students do not spontaneously generate performance goals in normative terms. Presented
at the annual meeting of the American Educational Research Association, Chicago,
Illinois.
*Cury, F., Da Fonseca, D., Rufo, M., & Sarrazin, P. (2002). Perceptions of competence,
implicit theory of ability, perception of motivational climate, and achievement goals: A
test of the trichotomous conceptualization of endorsement of achievement motivation in
the physical education setting. Perceptual and Motor Skills, 95, 233–244.
*Darnon, C., & Butera, F. (2005). Achievement goals, study strategies, and intrinsic
motivation: Presentation of a research filed and French validation of Elliot and
McGregor’s (2001) scale. L’Annee Psycologique, 105, 105–131.
*Davis, S. L. (2004, April). Examining achievement goal similarities and differences
among college majors: An HLM analysis. Presented at the annual meeting of the
American Educational Research Association, San Diego, California.
*Day, E. A., Radosevich, D. J., & Chasteen, C. S. (2003). Construct and criterion-related
validity of four commonly used goal orientation instruments. Contemporary Educational
Psychology, 28, 434–464.
*Dejitthirat, K. (2005). Avoidance motivation: Its manifestation in goals across cultures.
Dissertation Abstracts International: Section B. Sciences and Engineering, 65(8), 4270.
*Denzine, G. M. (2005, April). College students’ achievement goal orientation and task
values. Presented at the annual meeting of the American Educational Research
Association, Montreal, Ontario, Canada.
*Dowson, M., & McInerney, D. M. (1997, April). The development of the Goal
Orientation and Learning Strategies Survey (GOALS-S): A quantitative instrument
designed to measure students’ achievement goals and learning strategies in Australian
educational settings. Paper presented at the annual meeting of the American Educational
Research Association, Chicago, Illinois.
*Dowson, M., & McInerney, D. M. (1998, April). Cognitive and motivational
determinants of students’ academic performance and achievement: Goals, strategies, and
academic outcomes in focus. Paper presented at the meeting of the American Educational
Research Association, San Diego, California.
*Dupeyrat, C., & Marine, C. (2005). Implicit theories of intelligence, goal orientation,
cognitive engagement, and achievement: A test of Dweck’s model with returning to
school adults. Contemporary Educational Psychology, 30, 43–59.
*Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies,
and exam performance: A mediational analysis. Journal of Educational Psychology, 91,
549–563.
*Elliot, A. J., & Reis, H. T. (2003). Attachment and exploration in adulthood. Journal of
Personality and Social Psychology, 85, 317–331.
*Elliot, A. J., & Thrash, T. M. (2004). The intergenerational transmission of fear of
failure. Personality and Social Psychology Bulletin, 30, 957–971.
*Eppler, M. A., Carsen-Plentl, C., & Harju, B. L. (2000). Achievement goals, failure
attributions, and academic performance in nontraditional and traditional college students.
Journal of Social Behavior and Personality, 15, 353–372.
*Eppler, M. A., & Harju, B. L. (1997). Achievement motivation goals in relation to
academic performance in traditional and nontraditional college students. Research in
Higher Education, 38, 557–73.
*Fairchild, A. J., Horst, S. J., Finney, S. J., & Barron, K. E. (2004). Evaluating existing
and new validity evidence for the academic motivation scale. Contemporary Educational
Psychology, 30, 331–358.
*Flowerday, T. L. (2005, April). Mastery, performance, and social goals among
Hispanic middle and elementary school students in the urban Southwest. Presented at the
annual meeting of the American Educational Research Association, Montreal, Ontario,
Canada.
*Friedel, J. M., Cortina, K. S., & Turner, J. (2005, April). Considering multiple contexts:
Children’s perceptions of parents’ and teachers’ achievement goal orientations. Poster
presented at the annual meeting of the American Educational Research Association,
Montreal, Ontario, Canada.
*Fulcher, K. H. (2004). Towards measuring lifelong learning: The curiosity index.
Dissertation Abstracts International: Section A. Humanities and Social Sciences, 65(2),
481.
*Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004).
Predicting high school students’ cognitive engagement and achievement: Contributions
of classroom perceptions and motivation. Contemporary Educational Psychology, 29,
462–482.
*Hafsteinsson, L. G., Donovan, J. J., Carlson, K., Benson, M., Foti, R., & Hauenstein, N.
(2005). The interactive effects of achievement goals and task complexity on effort,
mental focus, and enjoyment. Dissertation Abstracts International, Section B: Sciences
and Engineering, 65(7), 375.
*Hagiwara, K., & Ryan, A. M. (2005, April). The role of social goal orientations in
coping with failure and stress. Presented at the annual meeting of the American
Educational Research Association, Montreal, Ontario, Canada.
*Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000).
Short-term and long-term consequences of achievement goals: Predicting interest and
performance over time. Journal of Educational Psychology, 92, 316–330.
*Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicted
success in college: A longitudinal study of achievement goals and ability measures as
predictors of interest and performance from freshman year through graduation. Journal of
Educational Psychology, 94, 562–575.
*Hardre, P., De Backer, T. K., & Crowson, H. M. (2005, April). A multi-theory study of
high school students’ beliefs, perceptions, goals, and academic motivation. Paper
presented at the meeting of the American Educational Research Association, Montreal,
Ontario, Canada.
*Hau, K., & Salili, F. (1990). Examination result attribution, expectancy and achievement
goals among Chinese students in Hong Kong. Educational Studies, 16, 17–31.
*Herman, P., Gomez, L. M., & Tester, K. (2005, April). Mastery goals in middle grades
science classrooms: Are they really related to achievement? Poster presented at the
annual meeting of the American Educational Research Association, Montreal, Ontario,
Canada.
*Horst, S. J., Finney, S. J., & Barron, K. E. (2005, April). The study and revision of a
social goal measure: An examination of the SAGOS. Paper presented at the annual
meeting of the American Educational Research Association, Montreal, Ontario, Canada.
*Horvath, M., Scheu, C. R., & DeShon, R. P. (2004). The effects of domain specificity on
the measurement and predictive equivalence of goal orientation. Poster presented at the
annual meeting of the Society for Industrial and Organizational Psychology, Chicago,
Illinois.
*Hsieh, P., Cho, Y., Liu, M., & Schallert, D. L. (2005, April). The relationship of middle
school students’ goal orientation, self efficacy, and performance. Poster presented at the
meeting of the American Educational Research Association, Montreal, Ontario, Canada.
*Hulleman, C. S., Trinastic, J. P., McColley, C., & Harackiewicz, J. M. (2006, April).
Approach and avoidance mastery goals in a learning context. Paper presented at the
annual meeting of the American Educational Research Association, San Francisco,
California.
*Husman, J., Hilpert, J. C., Duggan, M. A., & Brem, S. K. (2006, April). Reading to
learn rather than to impress: Validating PALS for young readers. Presented at the annual
meeting of the American Educational Research Association, San Francisco, California.
*Jagacinski, C. M., & Boe, J. L. (2002, April). Does perceived ability moderate the
relationship between goal orientations and grades in college? Poster presented at the
meeting of the American Educational Research Association, New Orleans, Louisiana.
*Jagacinski, C. M., & Duda, J. L. (2001). A comparative analysis of contemporary
achievement goal orientation measures. Educational and Psychological Measurement,
61, 1013–1039.
*Jagacinski, C. M., Kumar, S., & Boe, J. L. (2003). The 2  2 structure of achievement
goal orientations: Application in the college classroom. Poster presented at the annual
meeting of the American Educational Research Association, Chicago, Illinois.
*Jagacinski, C. M., Kumar, S., & Bonaccio, S. (2006, April). Performance-approach vs.
performance-avoidance goals: Effects on performance and affect during cognitive ability
testing. Poster presented at the annual meeting of the American Educational Research
Association, San Francisco, California.
*Karabenick, S. A. (2004). Perceived achievement goal structure and college student help
seeking. Journal of Educational Psychology, 96, 569–581.
*Kozlowski, S. W. J., Gully, S. M., Brown, K. G., Salas, E., Smith, E. M., & Nason, E.
R. (2001). Effects of training goals and goal orientation traits on multidimensional
training outcomes and performance adaptability. Organizational Behavior and Human
Decision Processes, 85, 1–31.
*Kumar, S. (2005, April). Meeting the challenge: Changes in achievement goals as a
function of increasing task difficulty. Presented at the annual meeting of the American
Educational Research Association, Montreal, Ontario, Canada.
*Kumar, S., & Jagacinski, C. M. (2006). Imposters have goals too: The imposter
phenomenon and its relationship to achievement goal theory. Personality and Individual
Differences, 40, 147–157.
*Leach, C. W., Queirolo, S. S., DeVoe, S., & Chemers, M. (2003). Choosing letter grade
evaluations: The interaction of students’ achievement goals and self-efficacy.
Contemporary Educational Psychology, 28, 495–509.
*Lee, F. K., Sheldon, K. M., & Turban, D. B. (2003). Personality and the goal-striving
process: The influence of achievement goal patterns, goal level, and mental focus on
performance and enjoyment. Journal of Applied Psychology, 88, 256–265.
*Leondari, A., & Gialamas, V. (2002). Implicit theories, goal orientations, and perceived
competence: Impact on students’ achievement behavior. Psychology in the Schools, 39,
279–291.
*Lo, V. (2005, April). Chinese students’ goals of learning the Chinese language in
greater Vancouver. Presented at the annual meeting of the American Educational
Research Association, Montreal, Ontario, Canada.
*Malka, A., & Covington, M. V. (2005). Perceiving school performance as instrumental
to future goal attainment: Effects on graded performance. Contemporary Educational
Psychology, 30, 60–80.
*McCollum, D. L. (2006, April). Relating students’ social and achievement goals.
Presented at the meeting of the American Educational Research Association, San
Francisco, California.
*McGregor, H. A., & Elliot, A. J. (2002). Achievement goals as predictors of
achievement-relevant processes prior to task engagement. Journal of Educational
Psychology, 94, 381–395.
*McInerney, D. M. (2005, April). Multidimentional and hierarchical assessment of
school motivation. Presented at the meeting of the American Educational Research
Association, Montreal, Ontario, Canada.
*Meece, J. L., Blumenfield, P. C., & Hoyle, R. H. (1988). Students’ goal orientations and
cognitive engagement in classroom activities. Journal of Educational Psychology, 80,
514–523.
*Midgley, C., & Urdan, T. (2001). Academic self-handicapping and achievement goals:
A further examination. Contemporary Educational Psychology, 26, 61–75.
*Miller, A. D. (2006, April). Influences of students’ perceptions of self and teacher
characteristics on perceptions of classroom goal structures and personal goal
orientations. Poster presented at the meeting of the American Educational Research
Association, San Francisco, California.
*Miller, B. J. (2005, April). Examining the Avoidance subscales of the Achievement Goal
Questionnaire. Poster presented at the annual meeting of the American Educational
Research Association, Montreal, Ontario, Canada.
*Miller, R. B., & Brickman, S. J. (2005, April). The contribution of perceived
instrumentality to the adoption of proximal achievement goals. Paper presented at the
annual meeting of the American Educational Research Association, Montreal, Ontario,
Canada.
*Miller, R. B., Kauffman, D. F., Greene, B. A., & Li, F. (2005, April). Initial validation
of a new achievement goal measure: The Student Concerns Measure. Poster presented at
the meeting of the American Educational Research Association, Montreal, Ontario,
Canada.
*Morris, E. A., Brooks, P. R., & May, J. L. (2003). The relationship between
achievement goal orientation and coping style: Traditional vs. nontraditional college
students. College Student Journal, 37, 3–8.
*Mueller, C. (2005). Life tasks and goal orientations in academic and social domains.
Paper presented at the annual meeting of the American Educational Research
Association, Montreal, Ontario, Canada.
*Neff, K. D., Hsieh, Y., & Dejitterat, K. (2005). Self-compassion, achievement goals,
and coping with academic failure. Self and Identity, 4, 263–287.
*Newman, R. S. (1998). Students’ help seeking during problem solving: Influences of
personal and contextual achievement goals. Journal of Educational Psychology, 90, 644–
658.
*Nuesell, C. M. (2000). Approach and avoidance achievement goals and self-regulated
learning. Dissertation Abstracts International: Section A. Humanities and Social
Sciences, 60, 2373.
*Ommundsen, Y. (2004). Self-handicapping related to task and performance-approach
and avoidance goals in physical education. Journal of Applied Sport Psychology, 16,
183–197.
*Pajares, F. (2001). Toward a positive psychology of academic motivation. The Journal
of Educational Research, 95, 27–35.
*Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between achievement goals
and self-beliefs of middle school students in writing and science. Contemporary
Educational Psychology, 25, 406–422.
*Pajares, F., & Cheong, Y. F. (2003). Achievement goal orientations in writing: A
developmental perspective. International Journal of Educational Research, 39, 437–455.
*Pastor, D. A., Barron, K. E., Miller, B. J., & Davis, S. L. (2004). College students’
achievement goal orientation profiles. Paper presented at the meeting of the American
Educational Research Association, San Diego, California.
*Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete
achievement emotions: A theoretical model and prospective test. Journal of Educational
Psychology, 96, 583–597.
*Pintrich, P. R. (2000b). Multiple goals, multiple pathways: The role of goal orientations
in learning achievement. Journal of Educational Psychology, 92, 544–555.
*Pintrich, P. R., Zusho, A., Schiefele, U., & Pekrun, R. (2001). Goal orientation and selfregulated learning in the college classroom: A cross-cultural comparison. In F. Salili, C.
Chiu, & Y. Hong. (Eds.), Student motivation: The culture and context of learning.
Dordrecht, the Netherlands: Kluwer Academic.
*Radosevich, D. J., Vaidyanathan, V. T., Yeo, S., & Radosevich, D. M. (2004). Relating
goal orientation to self-regulatory processes: A longitudinal field test. Contemporary
Educational Psychology, 29, 207–229.
*Ravindran, B., Greene, B. A., & DeBacker, T. K. (2005). Predicting preservice teachers’
cognitive engagement with goals and epistemological beliefs. The Journal of Educational
Research, 98, 222–232.
*Rhee, C. K., Zusho, A., & Pintrich, P. (2005, April). Multiple goals, multiple
hypotheses: Reexamining the 2  2 achievement goal framework in introductory
chemistry and psychology classrooms. Paper presented at the meeting of the American
Educational Research Association, Montreal, Ontario, Canada.
*Roedel, T. D., Schraw, G., & Plake, B. S. (1994). Validation of a measure of learning
and performance goal orientations. Educational and Psychological Measurement, 54,
1013–1021.
*Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school
psychological environment and early adolescents’ psychological and behavioral
functioning in school: The mediating role of goals and belonging. Journal of Educational
Psychology, 88, 408–422.
*Ryan, A. M., Patrick, H., & Shim, S. (2005). Differential profiles of students identified
by their teacher as having avoidant, appropriate, or dependent help-seeking tendencies in
the classroom. Journal of Educational Psychology, 97, 275–285.
*Salovaara, H. (2005, April). Using self reports and interviews to explain secondary
school students’ achievement goals. Paper presented at the meeting of the American
Educational Research Association, Montreal, Ontario, Canada.
*Schmidt, A. M., & Ford, J. K. (2003). Learning within a learner control training
environment: The interactive effects of goal orientation and metacognitive instruction on
learning outcomes. Personnel Psychology, 56, 405–429.
*Shih, S. (2005). Taiwanese sixth graders’ achievement goals and their motivation,
strategy use, and grades: An examination of the multiple goal perspective. The
Elementary School Journal, 106, 39–58.
*Shim, S., & Ryan, A. (2005). Changes in self-efficacy, challenge avoidance, and
intrinsic value in response to grades: The role of achievement goals. Journal of
Experimental Education, 73, 333–349.
*Sideridis, G. D. (2003). On the origins of helpless behavior of students with learning
disabilities: Avoidance motivation? International Journal of Educational Research, 39,
497–517.
*Sideridis, G. D. (2005a). Goal orientation, academic achievement, and depression:
Evidence in favor of a revised goal theory framework. Journal of Educational
Psychology, 97, 366–375.
*Sideridis, G. D. (2005b). Performance approach-avoidance motivation and planned
behavior theory: Model stability with Greek students with and without learning
disabilities. Reading & Writing Quarterly, 21, 1–29.
*Sideridis, G. D. (2006a). Goal orientations and strong oughts: Adaptive or maladaptive
forms of motivation for students with and without suspected learning disabilities?
Learning and Individual Differences, 16, 61–77.
*Sideridis, G. D. (2006b). The regulation of affect, anxiety, and stress from adopting
mastery-avoidance goal orientations. Stress and Health, 24, 55–69.
*Sideridis, G. D. (2006c). Understanding low achievement and depression in children
with learning disabilities: A goal orientation approach. International Review of Research
in Mental Retardation, 31, 163–203.
*Sideridis, G. D. (2008). Feeling obliged to “do well” or “not to fail”? The distinction
between approach and avoidance dimensions in oughts. Learning and Individual
Differences, 18, 176–186.
*Sideridis, G. D., & Kaplan, A. (2008). Achievement goal orientations and persistence
across tasks: The roles of failure and success. Unpublished manuscript.
*Sideridis, G. D., Karademas, E., Marou, V., & Gidoni, E. (2008). Coping with stress in
academic settings: Achievement goal orientations, cognitive strategies, and their
interaction. Unpublished manuscript.
*Sideridis, G. D., Morgan, P., Botsas, G., Padeliadu, S., & Fuchs, D. (2006). Predicting
learning disabilitities based on metacognition, motivation, emotions, and
psychopathology: A ROC analysis. Journal of Learning Disabilities, 39, 215–229.
*Sideridis, G. D., & Tsorbatzoudis, C. (2003). Intra-group motivational analysis of
students with learning disabilities: A goal orientation approach. Learning Disabilities: A
Contemporary Journal, 1, 8–19.
*Siler, S., & Li, J. (2006, April). African-American middle-school students: Can their
motivational patterns be explained by Dweck and Leggett’s model of motivation? Poster
presented at the annual meeting of the American Educational Research Association, San
Francisco, California.
*Silver, L. S., Dwyer, S., & Alford, B. (2006). Learning and performance goal
orientation of salespeople revisited: The role of performance-approach and performanceavoidance orientations. Journal of Personal Selling and Sales Management, 26, 27–38.
*Skaalvik, S., & Skaalvik, E. M. (2005). Self-concept, motivational orientation, and helpseeking behavior in mathematics: A study of adults returning to high school. Social
Psychology of Education, 8, 285–302.
*Spera, C., & Wentzel, K. R. (2003). Congruence between students’ and teachers’ goals:
Implications for social and academic motivation. International Journal of Educational
Research, 39, 395–413.
*Sperling, R. A., McCollum, D. L., Gushka, J. A., & Gormley, S. (2005, April). The
approach is important: Consideration of achievement motivation in learners’ general
monitoring ability. Paper presented at the annual meeting of the American Educational
Research Association, Montreal, Ontario, Canada.
*Tan, J. A., & Hall, R. J. (2005). The effects of social desirability bias on applied
measures of goal orientation. Personality and Individual Differences, 38, 1891–1902.
*Tanaka, A., Murakami, Y., Okuno, T., & Yamauchi, H. (2002). Achievement goals,
attitudes toward help seeking, and help-seeking behavior in the classroom. Learning and
Individual Differences, 13, 23–35.
*Tanaka, A., Okuno, T., & Yamauchi, H. (2002). Achievement motives, cognitive and
social competence, and achievement goals in the classroom. Perceptual and Motor Skills,
95, 445–458.
*Tanaka, A., & Yamauchi, H. (2001). A model for achievement motives, goal
orientation, intrinsic interest, and academic achievement. Psychological Reports, 88,
123–133.
*Tanaka, A., & Yamauchi, H. (2004). Cultural self-construal and achievement goal.
Hellenic Journal of Psychology, 1, 221–237.
*Thrash, T. M., & Elliot, A. J. (2002). Implicit and self-attributed achievement motives:
Concordance and predictive validity. Journal of Personality, 70, 729–756.
*Tuckey, M., Brewer, N., & Williamson, P. (2002). The influence of motives and goal
orientation on feedback seeking. Journal of Occupational and Organizational
Psychology, 75, 195–216.
*Urdan, T., & Midgley, C. (2003). Changes in the perceived classroom goal structure and
pattern of adaptive learning during early adolescence. Contemporary Educational
Psychology, 28, 524–551.
*Valkyrie, K. T., & Yu, S. L. (2005, April). Self-efficacy, achievement goals, and self
handicapping: Their relations to academic performance at an open admissions
university. Poster presented at the meeting of the American Educational Research
Association, Montreal, Ontario, Canada.
*VanderStoep, S. W., Pintrich, P. R., & Fagerlin, A. (1996). Disciplinary differences in
self-regulated learning in college students. Contemporary Educational Psychology, 21,
345–362.
*VandeWalle, D., & Cummings, L. L. (1997). A test of the influence of goal orientation
on the feedback-seeking process. Journal of Applied Psychology, 82, 390–400.
*Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., Matos, L., & Lacante, M. (2004).
Less is sometimes more: Goal content matters. Journal of Educational Psychology, 96,
755–764.
*Van Yperen, N. W. (2006). A novel approach to assessing achievement goals in the
context of the 2  2 framework: Identifying distinct profiles of individuals with different
dominant achievement goals. Personality and Social Psychology Bulletin, 32, 1432–
1445.
*Walker, C. O. (2005). Classroom belonging, self-efficacy, and perceived
instrumentality: Influences on academic engagement and achievement. Dissertation
Abstracts International, Section A: Humanities and Social Sciences, 65, 2900.
*Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning
perspective. Journal of Educational Psychology, 95, 179–187.
*Yamawaki, N., Tschanz, B. T., & Feick, D. L. (2004). Defensive pessimism, self-esteem
instability, and goal strivings. Cognition & Emotion, 18, 233–249.
*Yeung, A. S., & McInerney, D. M. (2005). Students’ school motivation and aspiration
over high school years. Educational Psychology, 25, 537–554.
*Zusho, A., & Pintrich, P. R. (2003). Skill and will: The role of motivation and cognition
in the learning of college chemistry. International Journal of Science Education, 25,
1081–1094.
*Zusho, A., Pintrich, P. R., & Cortina, K. S. (2005). Motives, goals, and adaptive patterns
of performance in asian american and anglo american students. Learning and Individual
Differences, 15, 141–158.
Download