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The Journal of Experimental Education Volume 81, 2013 - Issue 3
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MOTIVATION AND SOCIAL PROCESSES

Examining Achievement Goals and Causal Attributions Together as Predictors of Academic Functioning

Christopher A. Wolters University of Houston
,
Weihua Fan University of Houston
&
Stacy G. Daugherty Klein ISD, Texas
Pages 295-321 | Published online: 28 Feb 2013

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Dan Spencer, John L. Nietfeld, Li Cao & Daniell Difrancesca. (2023) Exploring the interplay between attributions and metacognitive monitoring ability in a post-secondary classroom. The Journal of Experimental Education 91:1, pages 46-61.
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Fan Wu, Weihua Fan, Consuelo Arbona & Diana de la Rosa-Pohl. (2020) Self-efficacy and subjective task values in relation to choice, effort, persistence, and continuation in engineering: an Expectancy-value theory perspective. European Journal of Engineering Education 45:1, pages 151-163.
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Kimberley C. Tsujimoto, Richard Boada, Stephanie Gottwald, Dina Hill, Lisa A. Jacobson, Maureen Lovett, E. Mark Mahone, Erik Willcutt, Maryanne Wolf, Joan Bosson-Heenan, Jeffrey R. Gruen & Jan C. Frijters. (2019) Causal Attribution Profiles as a Function of Reading Skills, Hyperactivity, and Inattention. Scientific Studies of Reading 23:3, pages 254-272.
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Fan Wu & Weihua Fan. (2017) Academic procrastination in linking motivation and achievement-related behaviours: a perspective of expectancy-value theory. Educational Psychology 37:6, pages 695-711.
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Annette Lohbeck, Dietmar Grube & Barbara Moschner. (2017) Academic self-concept and causal attributions for success and failure amongst elementary school children. International Journal of Early Years Education 25:2, pages 190-203.
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Andrew J. Elliot & Nicolas Sommet. (2023) Integration in the Achievement Motivation Literature and the Hierarchical Model of Achievement Motivation. Educational Psychology Review 35:3.
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Pauline M. Zuidema, Lisette Hornstra, Jaap Schuitema & Astrid M.G. Poorthuis. (2023) Attributional profiles: Considering multiple causal attributions for success and failure at the beginning of secondary school. Contemporary Educational Psychology 73, pages 102164.
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Alfonso J. Martinez. (2021) Factor Structure and Measurement Invariance of the Academic Time Management and Procrastination Measure. Journal of Psychoeducational Assessment 39:7, pages 891-901.
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Adriana Satico Ferraz, Acácia Aparecida Angeli dos Santos & Leandro S. Almeida. (2020) Causal Attribution Scale for Elementary and Middle School: Convergent validity evidence study with achievement goalsEscala de Atribuciones Causales-Educación Basica: Evidencia de validez convergente con metas de realizaciónEscala Atribuições de Causalidade-Ensino Fundamental: Evidência de Validade Convergente com as Metas de Realização. Trends in Psychology 28:4, pages 546-559.
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Alexandra Barros & Ana Margarida Veiga Simão. (2016) Attributions to Academic Achievements in the Transition to Higher Education. Current Psychology 37:1, pages 216-224.
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Marc Basque & Yamina Bouchamma. (2019) Perceptions des enseignants et des directions d’école concernant les facteurs qui ont une influence sur le rendement scolaire des élèves. Revue de l’Université de Moncton 49:1, pages 75-103.
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Sungjun Won & Shirley L. Yu. (2018) Relations of perceived parental autonomy support and control with adolescents' academic time management and procrastination. Learning and Individual Differences 61, pages 205-215.
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M.C. Matteucci. (2017) Attributional retraining and achievement goals: An exploratory study on theoretical and empirical relationship. European Review of Applied Psychology 67:5, pages 279-289.
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Weihua Fan & Allison G. Dempsey. (2016) The Mediating Role of School Motivation in Linking Student Victimization and Academic Achievement. Canadian Journal of School Psychology 32:2, pages 162-175.
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Patricia A. Smiley, Katherine V. Buttitta, Samuel Y. Chung, Valeska X. Dubon & Lillian K. Chang. (2016) Mediation models of implicit theories and achievement goals predict planning and withdrawal after failure. Motivation and Emotion 40:6, pages 878-894.
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Allan Wigfield, Jacquelynne S. Eccles, Jennifer A. Fredricks, Sandra Simpkins, Robert W. Roeser & Ulrich Schiefele. 2015. Handbook of Child Psychology and Developmental Science. Handbook of Child Psychology and Developmental Science 1 44 .
Evan J. Fishman. (2014) Toward a theory of the perceived control of the attribution process. Educational Research Review 13, pages 1-16.
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