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Jihye Lee, Ping Xiang, Jiling Liu & Ron E. McBride. (2022) The 3 × 2 achievement goal model and its relation to students’ persistence/effort in college physical activity classes. Journal of American College Health 0:0, pages 1-10.
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Kristina Stockinger, Markus Dresel, Oliver Dickhäuser & Martin Daumiller. (2021) University instructors’ implicit theories of intelligence, achievement goals for teaching, and teaching quality. Educational Psychology 41:10, pages 1280-1299.
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Lia M. Daniels, Lauren D. Goegan, Amanda I. Radil & Jona R. Frohlich. (2020) Simultaneously Student and Teacher: Measuring Achievement Goals in Preservice Teachers. The Journal of Experimental Education 88:1, pages 165-182.
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Robert H. Stupnisky, Nathan C. Hall, Lia M. Daniels & Emmanuel Mensah. (2017) Testing a Model of Pretenure Faculty Members’ Teaching and Research Success: Motivation as a Mediator of Balance, Expectations, and Collegiality. The Journal of Higher Education 88:3, pages 376-400.
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Serena Shim. (2017) Beliefs, knowledge, and behaviours of teachers and parents that matter. Educational Psychology 37:3, pages 249-250.
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Articles from other publishers (47)
Cristina García-Romero, Elkin Eduardo Roldan-Aguilar, Carlos Alberto Hurtado-Castaño, Josune Rodríguez-Negro & Oliver Ramos-Álvarez. (2024) Adaptation and Validation of the 3 × 2 Achievement Goals Questionnaire in a Population of Athletes. Behavioral Sciences 14:4, pages 350.
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Steve Graham, Stephen Ciullo & Alyson Collins. (2023) Do Special and General Education Teachers’ Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices?. Journal of Learning Disabilities 57:2, pages 63-78.
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Wenjuan Gao, Junlin Ji, Wenjie Zhang & Xinqiao Liu. (2023) Depression and approach‐avoidance achievement goals of Chinese undergraduate students: A four‐wave longitudinal study. British Journal of Educational Psychology 94:1, pages 151-164.
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Andrew J. Martin. 2024.
Ying Yan, Rong Yan, Samad Zare & Yixuan Li. (2023) Teachers' Attitudes Towards the Effectiveness of Collaborative Reflection Support Method. International Journal of Teacher Education and Professional Development 6:1, pages 1-18.
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Ghazaleh Goldast, Afsaneh Ghanizadeh & Parinaz Gharooni Beigi. (2021) EFL Teachers’ Apprehension: a Study of Antecedents and Ramifications. Human Arenas 6:3, pages 521-541.
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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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Jiying Han & Chao Gao. (2023) Teachers’ achievement goal orientations: A systematic review of 15 Years of published empirical research. Teaching and Teacher Education 128, pages 104146.
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Marc Lochbaum, Cassandra Sisneros & Zişan Kazak. (2023) The 3 × 2 Achievement Goals in the Education, Sport, and Occupation Literatures: A Systematic Review with Meta-Analysis. European Journal of Investigation in Health, Psychology and Education 13:7, pages 1130-1157.
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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.
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Robert H. Stupnisky, Vincent Larivière, Nathan C. Hall & Oluwamakinde Omojiba. (2022) Predicting Research Productivity in STEM Faculty: The Role of Self-determined Motivation. Research in Higher Education 64:4, pages 598-621.
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Chung Chin Wu. (2023) Effects of achievement goals on learning interests and mathematics performances for kindergarteners. Frontiers in Psychology 14.
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Martin Daumiller, Stefan Janke, Ruth Butler, Oliver Dickhäuser & Markus Dresel. (2023) Merits and limitations of latent profile approaches to teachers’ achievement goals: A multi-study analysis. PLOS ONE 18:4, pages e0284608.
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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.
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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.
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M. Daumiller, S. Janke, R. Rinas, J. Hein, O. Dickhäuser & M. Dresel. (2022) Different Time and Context = Different Goals and Emotions? Temporal Variability and Context Specificity of Achievement Goals for Teaching and Associations with Discrete Emotions. Contemporary Educational Psychology, pages 102139.
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Chung-Chin Wu. (2022) Investigating the Discriminant Utility of Task-Based and Self-Based Goals in 3 × 2 Achievement Goal Model for Kindergarteners. Children 9:11, pages 1765.
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Sevilay Kilmen. (2022) Prospective teachers' professional achievement goal orientations, their self-efficacy beliefs, and perfectionism: A mediation analysis. Studies in Educational Evaluation 74, pages 101165.
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Güler Çetin & Altay Eren. (2021) Pre-service teachers’ achievement goal orientations, teacher identity, and sense of personal responsibility: The moderated mediating effects of emotions about teaching. Educational Research for Policy and Practice 21:2, pages 245-283.
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Jesús Alonso-Tapia & Miguel Ruiz-Díaz. (2022) School Climate and Teachers’ Motivational Variables: Effects on Teacher Satisfaction and Classroom Motivational Climate Perceived by Middle School Students. A Cross-cultural Study. Psicología Educativa 28:2, pages 151-163.
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Nico W. Van Yperen. (2022) In the context of a sports match, the goal to win is most important, right? Suggestive evidence for a hierarchical achievement goal system. Psychology of Sport and Exercise 60, pages 102134.
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Sumayyah S. Alasqah. (2022) Goal Orientation and Its Impact on University Students’ Academic Achievement During the COVID-19 Pandemic. SAGE Open 12:2, pages 215824402210936.
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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.
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Jesús Alonso-Tapia & Miguel Ruiz-Díaz. (2022) Student, teacher, and school factors predicting differences in classroom climate: A multilevel analysis. Learning and Individual Differences 94, pages 102115.
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Chung Chin Wu. (2022) Examining the Effectiveness and Efficiency of an Innovative Achievement Goal Measurement for Preschoolers. Frontiers in Psychology 12.
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M.G. Nikitskaya. (2022) Learning Achievement Goals and Personality Orientation in the Structure of Learning Motivation of Adolescents. Psychological-Educational Studies Психолого-педагогические исследования 14:2, pages 19-31.
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Martin Daumiller, Stefan Janke, Julia Hein, Raven Rinas, Oliver Dickhäuser & Markus Dresel. (2021) Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences. Learning and Instruction 76, pages 101458.
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Yunus Emre AVCU, Caner BÖREKCİ, Burçin ATEŞ & Gizem Ezgi KAYA. (2021) Investigating the Goal Orientations for Teaching of Teachers in Turkey According to Different VariablesInvestigating the Goal Orientations for Teaching of Teachers in Turkey According to Different Variables. International e-Journal of Educational Studies 5:9, pages 41-54.
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Georgios S. Gorozidis, Athanasios G. Papaioannou & Triantafyllos Christodoulidis. (2021) Measuring teacher perceptions of their task-initiated achievement goals. International Journal of Educational Research 110, pages 101866.
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Güler ÇETİN. (2020) ÖĞRETMEN ADAYLARININ BAŞARI AMAÇLARI, ÖĞRETMEN KİMLİKLERİ VE KİŞİSEL SORUMLULUK HİSLERİ ARASINDAKİ İLİŞKİLERTHE RELATIONSHIPS BETWEEN PROSPECTIVE TEACHERS’ ACHIEVEMENT GOALS, EARLY TEACHER IDENTITY, AND PERSONAL RESPONSIBILITY. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 33:3, pages 612-652.
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Ningning Zhao, Yanfang Zhai, Xiaohan Chen, Meiling Li, Ping Li, Kunyu Ye & Hongbo Wen. (2020) Psychometric Properties of Achievement Goal Constructs for Chinese Students. Frontiers in Psychology 11.
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Keiko C.P. Bostwick, Rebecca J. Collie, Andrew J. Martin & Tracy L. Durksen. (2020) Teacher, classroom, and student growth orientation in mathematics: A multilevel examination of growth goals, growth mindset, engagement, and achievement. Teaching and Teacher Education 94, pages 103100.
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Riyan Hidayat, Sharifah Norul Akmar Syed Zamri, Hutkemri Zulnaidi & Putri Yuanita. (2020) Meta-cognitive behaviour and mathematical modelling competency: mediating effect of performance goals. Heliyon 6:4, pages e03800.
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Martin Daumiller & Markus Dresel. (2020) Researchers’ achievement goals: Prevalence, structure, and associations with job burnout/engagement and professional learning. Contemporary Educational Psychology 61, pages 101843.
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Nicolas Mascret, Martin Nicolleau & Isabelle Ragot-Court. (2020) Development and validation of a scale assessing achievement goals in driving. PLOS ONE 15:3, pages e0230349.
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Cansel KADIOĞLU AKBULUT & Esen UZUNTİRYAKİ-KONDAKÇI. (2019) Turkish Adaptation of the 3 x 2 Goal Orientation Scale3 x 2 Hedef Yönelimi Ölçeği’nin Türkçe’ye Uyarlanması. Bartın Üniversitesi Eğitim Fakültesi Dergisi 8:3, pages 839-866.
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Güler Çetin & Altay Eren. (2018) Turkish prospective teachers’ professional goals, beliefs about the attainability of these goals, identities, and possible selves. Asia Pacific Education Review 20:3, pages 423-447.
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Stefan Janke, Lisa Bardach, Sophie Oczlon & Marko Lüftenegger. (2019) Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers’ achievement goal orientations. Teaching and Teacher Education 83, pages 1-11.
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Tahani Z. Aldahdouh, Vesa Korhonen & Petri Nokelainen. (2019) What contributes to individual innovativeness? A multilevel perspective. International Journal of Innovation Studies 3:2, pages 23-39.
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Hye-Ryen Jang. (2019) Teachers' intrinsic vs. extrinsic instructional goals predict their classroom motivating styles. Learning and Instruction 60, pages 286-300.
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Robert H. Stupnisky, Allison BrckaLorenz & Thomas F. Nelson Laird. (2019) How does faculty research motivation type relate to success? A test of self-determination theory. International Journal of Educational Research 98, pages 25-35.
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Riyan Hidayat, Sharifah Norul Akmar Syed Zamri & Hutkemri Zulnaidi. (2018) Exploratory and Confirmatory Factor Analysis of Achievement Goals for Indonesian Students in Mathematics Education Programmes. EURASIA Journal of Mathematics, Science and Technology Education 14:12.
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Ángel Abós Catalán, Javier Sevil Serrano, José Martín-Albo Lucas, José Antonio Julián Clemente & Luis García-González. (2018) An integrative framework to validate the Need-Supportive Teaching Style Scale (NSTSS) in secondary teachers through exploratory structural equation modeling. Contemporary Educational Psychology 52, pages 48-60.
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Sündüs Yerdelen & Mehmet Ali Padır. (2017) Öğretmenler için 3x2 Başarı Yönelimi Ölçeğinin Türkçe’ye uyarlanması: Geçerlilik-Güvenirlik Çalışması. Bartın Üniversitesi Eğitim Fakültesi Dergisi, pages 1053-1065.
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Nicolas Gillet, Tiphaine Huyghebaert, Servane Barrault, Emilie Bucourt, Guillaume Gimenes, Axel Maillot, Aurélie Poulin & Olivier Sorel. (2017) Autonomous and controlled reasons underlying self-approach and self-avoidance goals and educational outcomes. Social Psychology of Education 20:1, pages 179-193.
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Marko Lüftenegger, Julia Klug, Katharina Harrer, Marie Langer, Christiane Spiel & Barbara Schober. (2016) Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement. Frontiers in Psychology 7.
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Nicolas Mascret, Christophe Maïano & Olivier Vors. (2016) Buts motivationnels d’accomplissement des enseignants : l’influence de l’appartenance à un établissement « difficile » et de l’anciennetéTeacher achievement goals: the influence of seniority and teaching in a “difficult” establishment. Revue française de pédagogie:194, pages 29-46.
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