Advanced search
Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 34, 2014 - Issue 4
Submit an article Journal homepage
3,228
Views
76
CrossRef citations to date
0
Altmetric
Articles

Promotion of students’ mastery goal orientations: does TARGET work?

Marko LüfteneggerDepartment of Applied Psychology: Work, Education, Economy, University of Vienna, Vienna, Austria.Correspondence[email protected]
,
Rens van de SchootDepartment of Methods and Statistics, Utrecht University, Utrecht, The Netherlands.;Faculty of Humanities, Optentia Research Program, North-West University, vanderbijlpark, South Africa.
,
Barbara SchoberDepartment of Applied Psychology: Work, Education, Economy, University of Vienna, Vienna, Austria.
,
Monika FinsterwaldDepartment of Applied Psychology: Work, Education, Economy, University of Vienna, Vienna, Austria.
&
Christiane SpielDepartment of Applied Psychology: Work, Education, Economy, University of Vienna, Vienna, Austria.
Pages 451-469 | Received 18 Oct 2011, Accepted 25 Apr 2013, Published online: 30 Jul 2013

Citations (76)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (21)

Zoltan Buzady, Agnes Wimmer, Anita Csesznak & Peter Szentesi. (2024) Exploring flow-promoting management and leadership skills via serious gaming. Interactive Learning Environments 32:2, pages 757-771.
Read now
Kjersti Balle Tharaldsen, Maren Stabel Tvedt, Simona Carla Silvia Caravita & Edvin Bru. (2023) Academic stress: links with emotional problems and motivational climate among upper secondary school students. Scandinavian Journal of Educational Research 67:7, pages 1137-1150.
Read now
Alla Hemi, Nir Madjar & Yisrael Rich. (2023) Perceptions of Peer and Teacher Goals Predict Academic Achievement Goals among Adolescents. The Journal of Experimental Education 0:0, pages 1-21.
Read now
Alla Hemi, Nir Madjar & Yisrael Rich. (2023) Perceived Peer and Teacher Goals: Relationships with Students’ Academic Achievement Goals. The Journal of Experimental Education 91:1, pages 145-165.
Read now
Asghar Soltani, Raziyeh-Sadat Boka & Azam Jafarzadeh. (2022) Students’ perceptions of learning environment: associations with personal mastery goal orientations, regulations, and academic performance in biology. International Journal of Science Education 44:9, pages 1462-1480.
Read now
Sabine Schweder, Diana Raufelder & Tino Wulff. (2022) Adolescents’ goals, self-efficacy, and positive emotions – how important is the learning context?. International Journal of School & Educational Psychology 10:1, pages 1-17.
Read now
Lisa Bardach, Takuya Yanagida, Robert M. Klassen & Marko Lüftenegger. (2022) Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages. The Journal of Experimental Education 90:1, pages 130-145.
Read now
Sakhavat Mammadov & Nancy B. Hertzog. (2021) Changes in students’ achievement goals in advanced learning environment: a multivariate multilevel model. Educational Psychology 41:9, pages 1097-1116.
Read now
Gwen Weeldenburg, Lars B. Borghouts, Menno Slingerland & Steven Vos. (2021) Through students’ eyes: preferred instructional strategies for a motivating learning climate in secondary school physical education. Curriculum Studies in Health and Physical Education 12:3, pages 268-286.
Read now
Martin Daumiller, R. Rinas, D. Olden & M. Dresel. (2021) Academics’ motivations in professional training courses: effects on learning engagement and learning gains. International Journal for Academic Development 26:1, pages 7-23.
Read now
Lisa Bardach, Takuya Yanagida & Marko Lüftenegger. (2020) Studying classroom climate effects in the context of multi-level structural equation modelling: an application-focused theoretical discussion and empirical demonstration. International Journal of Research & Method in Education 43:4, pages 348-363.
Read now
Anders Hofverberg & Mikael Winberg. (2020) Achievement goals and classroom goal structures: Do they need to match?. The Journal of Educational Research 113:2, pages 145-162.
Read now
M. Fokkens-Bruinsma, E. C. M. Van Rooij & E. T. Canrinus. (2020) Perceived classroom goal structures as predictors of students’ personal goals. Teachers and Teaching 26:1, pages 88-102.
Read now
Denny Bernardus, Fulgentius Danardana Murwani, Elia Ardyan, Liestya Padmawidjaja, Imanuel Deny Krisna Aji, Stefan Yudana Jatiperwira, Djoko Dwi Kusumojanto, Cipto Wardoyo & Yustinus Budi Hermanto. (2020) Which psychological characteristics strengthen “The entrepreneurial intention-action relationship”?: An extension of the theory of planned behavior. Cogent Business & Management 7:1.
Read now
Nir Madjar, Veronique Cohen & Gal Shoval. (2018) Longitudinal analysis of the trajectories of academic and social motivation across the transition from elementary to middle school. Educational Psychology 38:2, pages 221-247.
Read now
Nicolas Mascret, Andrew J. Elliot & François Cury. (2017) The 3 × 2 Achievement Goal Questionnaire for Teachers. Educational Psychology 37:3, pages 346-361.
Read now
Marko Lüftenegger, Monika Finsterwald, Julia Klug, Evelyn Bergsmann, Rens van de Schoot, Barbara Schober & Petra Wagner. (2016) Fostering pupils’ lifelong learning competencies in the classroom: evaluation of a training programme using a multivariate multilevel growth curve approach. European Journal of Developmental Psychology 13:6, pages 719-736.
Read now
Marko Lüftenegger, Marlene Kollmayer, Evelyn Bergsmann, Gregor Jöstl, Christiane Spiel & Barbara Schober. (2015) Mathematically gifted students and high achievement: the role of motivation and classroom structure. High Ability Studies 26:2, pages 227-243.
Read now
Magdalena Mo Ching Mok. (2015) Editorial. Educational Psychology 35:1, pages 1-4.
Read now
Eric M. Anderman, Andrew H. Perry, Hyun Ji Lee, Susan D. McMahon, Ron A. Astor, Dorothy L. Espelage, Andrew Martinez, Linda A. Reddy & Frank C. Worrell. School Goal Structures and Violence Against Educators Before and During COVID-19. Journal of School Violence 0:0, pages 1-15.
Read now
Shira Passentin & Davis Fortus. Motivational shifts when moving from face-to-face to distance learning. International Journal of Science Education 0:0, pages 1-20.
Read now

Articles from other publishers (55)

Joy Muth & Marko Lüftenegger. (2024) Associations between Autonomy-Supportive Teaching, the Use of Non-Academic ICTs, and Student Motivation in English Language Learning. Sustainability 16:3, pages 1337.
Crossref
Hui Zhao, Zhen Zhang & Shupeng Heng. (2023) Grit and college students’ learning engagement: Serial mediating effects of mastery goal orientation and cognitive flexibility. Current Psychology 43:8, pages 7437-7450.
Crossref
Nicolas Mascret, Kane Marlin, Patrice Laisney, Jérémy Castéra & Pascale Brandt-Pomares. (2023) Teachers’ acceptance of an open-source, collaborative, free m-learning app: The predictive role of teachers’ self-approach goals. Education and Information Technologies 28:12, pages 16373-16401.
Crossref
Ricarda Steinmayr, Linda Wirthwein, Anke Hufer-Thamm & Anne Franziska Weidinger. (2023) Longitudinal links between need for cognition, achievement goals, and school grades: Testing a mediation hypothesis. Learning and Individual Differences 107, pages 102317.
Crossref
Ying Zhang, Rainer Watermann & Annabell Daniel. (2023) The Sustained Effects of Achievement Goal Profiles on School Achievement across the Transition to Secondary School. Journal of Youth and Adolescence 52:10, pages 2078-2094.
Crossref
Jan Elen & An Verburgh. (2023) Fostering critical thinking: Features of powerful learning environments. European Journal of Education 58:3, pages 434-446.
Crossref
Leonie Schelp, Tanja Bipp, Sabrina Gado & Martin Daumiller. (2023) Fostering Learning Goals at Work: The Interplay of Dispositional and Workplace Learning Goal Orientation and Supervisor Appraisal Behavior. Psychological Reports.
Crossref
Anna M. Eder, Michaela Katstaller & Burkhard Gniewosz. (2023) Eine personenzentrierte Perspektive zum Zusammenhang zwischen Berufswahlmotivation und Zielorientierungen von LehramtsstudierendenA person-oriented perspective on the relation between career choice motivations and goal-achievement orientations. Zeitschrift für Erziehungswissenschaft 26:4, pages 875-898.
Crossref
Umesh Ramnarain. (2022) South African Science Teachers’ Experiences of Inquiry-Based Teaching at Disadvantaged Schools. Research in Science Education 53:4, pages 727-740.
Crossref
İlhan İLTER. (2023) Sınıf Performansı Üzerinde Algılanan Öğretmen Destekleyici Davranışların RolüThe Role of Perceived Teacher-Supportive Behaviours on Classroom Performance. Ondokuz Mayis University Journal of Education Faculty.
Crossref
Martin Daumiller, Michaela S. Fasching, Oliver Dickhäuser & Markus Dresel. (2023) Teachers’ achievement goals and teaching practices: A standardized lesson diary approach. Teaching and Teacher Education 127, pages 104079.
Crossref
Chung Chin Wu. (2023) Effects of achievement goals on learning interests and mathematics performances for kindergarteners. Frontiers in Psychology 14.
Crossref
Ronnel B. King, Hui Wang & Dennis M. Mcinerney. (2021) Prosocial motivation leads to better learning when mastery motivation is high: The synergistic effects of prosocial and mastery goals. Current Psychology 42:13, pages 10669-10682.
Crossref
József Balázs Fejes. (2023) Unpacking classroom goal structures based on students’ own words. Social Psychology of Education 26:2, pages 433-472.
Crossref
Martin Daumiller, Raven Rinas & Markus Dresel. (2023) Relevance of Students’ Goals for Learning Engagement and Knowledge Gains in an Online Learning Course. Behavioral Sciences 13:2, pages 161.
Crossref
Martin Daumiller & Markus Dresel. (2023) Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach. Contemporary Educational Psychology 72, pages 102124.
Crossref
Francesca Suter, Yves Karlen, Katharina Maag Merki & Carmen Nadja Hirt. (2022) The relationship between success and failure causal attributions and achievement goal orientations. Learning and Individual Differences 100, pages 102225.
Crossref
Kjersti Balle Tharaldsen. (2022) “They gotta understand why”: Teachers’ professional perceptions regarding the stimulation of academic motivation in upper secondary school. Frontiers in Education 7.
Crossref
Nadia Catherine Reymond, Ruth Gerlinde Nahrgang, Nadine Großmann, Matthias Wilde & Stefan Fries. (2022) Why students feel competent in the classroom: A qualitative content analysis of students’ views. Frontiers in Psychology 13.
Crossref
Paul A. O'Keefe, Kathryn Everhart Chaffee, E.J. Horberg, Isabelle Plante & Judith M. Harackiewicz. (2022) Revisiting multiple pathways to achievement: Re-examining the roles of achievement goals in predicting grades through task values. Learning and Individual Differences 98, pages 102186.
Crossref
Maren Stabel Tvedt, Tuomo E. Virtanen & Edvin Bru. (2022) Trajectory subgroups of perceived emotional support from teachers: Associations with change in mastery climate and intentions to quit upper secondary school. Learning and Instruction 80, pages 101562.
Crossref
Rebecca Lazarides & Anja Schiepe-Tiska. (2022) Heterogenität motivationaler Merkmale im UnterrichtskontextHeterogeneity of motivational characteristics in classroom. Zeitschrift für Erziehungswissenschaft 25:2, pages 249-267.
Crossref
Martin Daumiller, Michaela S. Fasching, Gabriele Steuer, Markus Dresel & Oliver Dickhäuser. (2022) From teachers' personal achievement goals to students’ perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices. Teaching and Teacher Education 111, pages 103617.
Crossref
Eric M. Anderman, Helen Patrick & Seung Yon Ha. 2022. Handbook of Research on Student Engagement. Handbook of Research on Student Engagement 511 528 .
Stefan Janke, Selma C. Rudert, Änne Petersen, Tanja M. Fritz & Martin Daumiller. (2021) Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity?. Computers and Education Open 2, pages 100055.
Crossref
Benjamin Kücherer, Markus Dresel & Martin Daumiller. (2020) Relationship between achievement goals and attention of university instructors in higher education professional training courses. Higher Education, Skills and Work-Based Learning 11:4, pages 860-873.
Crossref
Oliver Dickhäuser, Stefan Janke, Martin Daumiller & Markus Dresel. (2020) Motivational school climate and teachers' achievement goal orientations: A hierarchical approach. British Journal of Educational Psychology 91:1, pages 391-408.
Crossref
Lisa Bardach, Takuya Yanagida, Alexandre J.S. Morin & Marko Lüftenegger. (2021) Is everyone in class in agreement and why (not)? Using student and teacher reports to predict within-class consensus on goal structures. Learning and Instruction 71, pages 101400.
Crossref
Linda Wirthwein, Sebastian Bergold & Ricarda Steinmayr. 2021. Motivation in unterrichtlichen fachbezogenen Lehr-Lernkontexten. Motivation in unterrichtlichen fachbezogenen Lehr-Lernkontexten 211 236 .
Stefan Janke, Martin Daumiller, Anna-Katharina Praetorius, Oliver Dickhäuser & Markus Dresel. 2021. Motivation in unterrichtlichen fachbezogenen Lehr-Lernkontexten. Motivation in unterrichtlichen fachbezogenen Lehr-Lernkontexten 179 210 .
Rebecca Lazarides & Ulrich Schiefele. 2021. Motivation in unterrichtlichen fachbezogenen Lehr-Lernkontexten. Motivation in unterrichtlichen fachbezogenen Lehr-Lernkontexten 3 28 .
Vinod Dumblekar & Upinder Dhar. 2021. Simulation Gaming Through Times and Disciplines. Simulation Gaming Through Times and Disciplines 259 272 .
Lisa Bardach, Vera Popper, Elke Hochfellner & Marko Lüftenegger. (2019) Associations between vocational students’ perceptions of goal structures, mastery goals, and self-efficacy in five subjects—practical relevance as a potential mediator. Empirical Research in Vocational Education and Training 11:1.
Crossref
Katharina Benning, Anna-Katharina Praetorius, Stefan Janke, Oliver Dickhäuser & Markus Dresel. (2019) Das Lernen als Ziel: Zur unterrichtlichen Umsetzung einer LernzielstrukturLearning as an objective: instructional implementation of a mastery goal structure in classroom. Unterrichtswissenschaft 47:4, pages 523-545.
Crossref
Sonja Bieg, Gabriele Steuer, Gisela Rosentritt-Brunn & Markus Dresel. (2019) Motivationales Klima in Reform- und Regelschulklassen: Unterschiede, Gemeinsamkeiten und Effekte auf SchülermotivationMotivational climate in progressive educational and traditional school environments: Differences, commonalities and effects on students’ motivation. Unterrichtswissenschaft 47:4, pages 405-426.
Crossref
Martin Daumiller & Stefan Janke. (2019) The Impact of Performance Goals on Cheating Depends on How Performance Is Evaluated. AERA Open 5:4, pages 233285841989427.
Crossref
Lisa Bardach, Takuya Yanagida, Barbara Schober & Marko Lüftenegger. (2019) Students’ and teachers’ perceptions of goal structures – Will they ever converge? Exploring changes in student-teacher agreement and reciprocal relations to self-concept and achievement. Contemporary Educational Psychology 59, pages 101799.
Crossref
Nir Madjar, Elizabeth A. North & Melissa Karakus. (2019) The mediating role of perceived peer motivational climate between classroom mastery goal structure and social goal orientations. Learning and Individual Differences 73, pages 112-123.
Crossref
Lisa Bardach, Marko Lüftenegger, Takuya Yanagida, Barbara Schober & Christiane Spiel. (2018) The role of within‐class consensus on mastery goal structures in predicting socio‐emotional outcomes. British Journal of Educational Psychology 89:2, pages 239-258.
Crossref
Lisa Bardach, Marko Lüftenegger, Takuya Yanagida, Christiane Spiel & Barbara Schober. (2019) Achievement or agreement – Which comes first? Clarifying the temporal ordering of achievement and within-class consensus on classroom goal structures. Learning and Instruction 61, pages 72-83.
Crossref
K. Ann Renninger & Suzanne E. HidiSusan Bobbitt Nolen. 2019. The Cambridge Handbook of Motivation and Learning. The Cambridge Handbook of Motivation and Learning 547 565 .
Stéphane Duchesne & Simon Larose. (2018) Academic competence and achievement goals: Self-pressure and disruptive behaviors as mediators. Learning and Individual Differences 68, pages 41-50.
Crossref
Lisa Bardach, Takuya Yanagida, Barbara Schober & Marko Lüftenegger. (2018) Within-class consensus on classroom goal structures - Relations to achievement and achievement goals in mathematics and language classes. Learning and Individual Differences 67, pages 78-90.
Crossref
Lisa Bardach, Gholam Hassan Khajavy, Seyyedeh Mina Hamedi, Barbara Schober & Marko Lüftenegger. (2018) Student-teacher agreement on classroom goal structures and potential predictors. Teaching and Teacher Education 74, pages 249-260.
Crossref
Jamie Amemiya & Ming-Te Wang. (2018) African American adolescents' gender and perceived school climate moderate how academic coping relates to achievement. Journal of School Psychology 69, pages 127-142.
Crossref
Stefan Janke & Oliver Dickhäuser. (2017) A situated process model of vocational achievement goal striving within members of the academic staff at university. Motivation and Emotion 42:4, pages 466-481.
Crossref
Pio Mupira & Umesh Ramnarain. (2018) The effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at township schools in South Africa. Journal of Research in Science Teaching 55:6, pages 810-825.
Crossref
Dana Vedder-Weiss & David Fortus. (2017) Teachers’ Mastery Goals: Using a Self-Report Survey to Study the Relations between Teaching Practices and Students’ Motivation for Science Learning. Research in Science Education 48:1, pages 181-206.
Crossref
Gholam Hassan Khajavy, Lisa Bardach, Seyyedeh Mina Hamedi & Marko Lüftenegger. (2018) Broadening the nomological network of classroom goal structures using doubly latent multilevel modeling. Contemporary Educational Psychology 52, pages 61-73.
Crossref
Stéphane Duchesne, Catherine F. Ratelle & Bei Feng. (2016) Psychological Need Satisfaction and Achievement Goals: Exploring Indirect Effects of Academic and Social Adaptation Following the Transition to Secondary School. The Journal of Early Adolescence 37:9, pages 1280-1308.
Crossref
Marko Lüftenegger, Ulrich S. Tran, Lisa Bardach, Barbara Schober & Christiane Spiel. (2017) Measuring a Mastery Goal Structure Using the TARGET Framework. Zeitschrift für Psychologie 225:1, pages 64-75.
Crossref
Julia Klug, Marko Lüftenegger, Evelyn Bergsmann, Christiane Spiel & Barbara Schober. (2016) Secondary School Students’ LLL Competencies, and Their Relation with Classroom Structure and Achievement. Frontiers in Psychology 7.
Crossref
Nir Madjar, Nitzan Shklar & Limor Moshe. (2015) THE ROLE OF PARENTAL ATTITUDES IN CHILDREN'S MOTIVATION TOWARD HOMEWORK ASSIGNMENTS. Psychology in the Schools 53:2, pages 173-188.
Crossref
Chi-hung Clarence Ng. 2016. Reforming Learning and Teaching in Asia-Pacific Universities. Reforming Learning and Teaching in Asia-Pacific Universities 115 134 .
A. Katrin Arens, Alexandre J.S. Morin & Rainer Watermann. (2015) Relations between classroom disciplinary problems and student motivation: Achievement as a potential mediator?. Learning and Instruction 39, pages 184-193.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.