Comparing Class- and Task-Level Measures of Achievement Goals

J. Elizabeth RicheyLearning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, USACorrespondence[email protected]

Matthew L. BernackiLearning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, USA

Daniel M. BelenkyLearning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, USA

Timothy J. Nokes-MalachLearning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, USA

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Kelly Boden, Eric Kuo, Timothy J. Nokes-Malach, Tanner Wallace & Muhsin Menekse. (2023) Investigating the predictive relations between self-efficacy and achievement goals on procedural and conceptual science learning. The Journal of Educational Research 116:5, pages 241-253.
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Jan Dirk Capelle, Kerstin Senker, Stefan Fries & Axel Grund. (2023) Deadlines make you productive, but what do they do to your motivation? Trajectories in quantity and quality of motivation and study activities among university students as exams approach. Frontiers in Psychology 14.
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Xing Huang, Matthew L. Bernacki, Dongho Kim & Wonjoon Hong. (2022) Examining the role of self-efficacy and online metacognitive monitoring behaviors in undergraduate life science education. Learning and Instruction 80, pages 101577.
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Sung Hyeon Cheon, Johnmarshall Reeve, Herbert W. Marsh & Yong-Gwan Song. (2022) Intervention-enabled autonomy-supportive teaching improves the PE classroom climate to reduce antisocial behavior. Psychology of Sport and Exercise 60, pages 102174.
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Adriana Satico Ferraz & Acácia Aparecida Angeli dos Santos. (2021) Self-regulation for Reading Comprehension: Psychometric Properties of Two Motivation Scales. Paidéia (Ribeirão Preto) 31.
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Comparing Class- and Task-Level Measures of Achievement Goals

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Comparing Class- and Task-Level Measures of Achievement Goals

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