Multiple Goals, Multiple Pathways: The Role of Goal Orientation in Learning and Achievement.
暂无分享,去创建一个
[1] M. Clifford,et al. FAILURE TOLERANCE AND ACADEMIC RISK‐TAKING IN TEN‐ TO TWELVE‐YEAR‐OLD STUDENTS , 1988 .
[2] C. Dweck,et al. A social-cognitive approach to motivation and personality , 1988 .
[3] P. Pintrich,et al. Motivational and self-regulated learning components of classroom academic performance. , 1990 .
[4] M. Maehr. Advances in Motivation and Achievement , 1991 .
[5] Carole A. Ames. Classrooms: Goals, structures, and student motivation. , 1992 .
[6] Kathleen Holt,et al. A pattern analysis of students' achievement goals. , 1993 .
[7] P. Pintrich,et al. Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq) , 1993 .
[8] John T. Behrens,et al. Goals and perceived ability: Impact on student valuing, self-regulation, and persistence. , 1993 .
[9] P. Pintrich,et al. Motivation in Education: Theory, Research, and Applications , 1995 .
[10] Thérèse Bouffard,et al. The impact of goal orientation on self‐regulation and performance among college students , 1995 .
[11] Jacquelynne S. Eccles,et al. Development between the ages of 11 and 25. , 1996 .
[12] J. Harackiewicz,et al. Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. , 1996 .
[13] Shirley L. Yu,et al. The relation between goal orientation and students' motivational beliefs and self-regulated learning , 1996 .
[14] C. Midgley,et al. If I don't do well tomorrow, there's a reason : Predictors of adolescents' use of academic self-handicapping strategies , 1996 .
[15] K. E. Barron,et al. Predictors and Consequences of Achievement Goals in the College Classroom: Maintaining Interest and Making the Grade , 1997 .
[16] E. Skaalvik. Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. , 1997 .
[17] Kaplan,et al. The Effect of Achievement Goals: Does Level of Perceived Academic Competence Make a Difference? , 1997, Contemporary educational psychology.
[18] A. Elliot,et al. A HIERARCHICAL MODEL OF APPROACH AND AVOIDANCE ACHIEVEMENT MOTIVATION , 1997 .
[19] Michael J. Middleton,et al. Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. , 1997 .
[20] Richard S. Newman,et al. Students' help seeking during problem solving: Influences of personal and contextual achievement goals. , 1998 .
[21] D. Magnusson,et al. Person-context interaction theories , 1998 .
[22] Jacquelynne S. Eccles,et al. Motivation to succeed. , 1998 .
[23] W. Damon,et al. Social, emotional, and personality development , 1998 .
[24] Eric M. Anderman,et al. The Development and Validation of Scales Assessing Students' Achievement Goal Orientations , 1998, Contemporary educational psychology.
[25] Andrew J. Elliot,et al. Rethinking achievement goals: When are they adaptive for college students and why? , 1998 .
[26] J. Kagan,et al. Methods and models for studying the individual : essays in honor of Marian Radke-Yarrow , 1998 .
[27] D. Magnusson. The logic and implications of a person-oriented approach. , 1998 .
[28] P. Pintrich. The role of goal orientation in self-regulated learning. , 2000 .