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Educational Psychologist Volume 40, 2005 - Issue 3
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Original Articles

Goal Theorists Should Move on From Performance Goals

Jere Brophy
Pages 167-176 | Published online: 08 Jun 2010

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Jing Wang, Barry Bai & Youyan Nie. (2023) Examining the Role of Perceived Classroom Goal Structures and Parents’ Goals in ESL/EFL Learners’ Achievement Goals, Engagement and Achievement. Scandinavian Journal of Educational Research 67:5, pages 820-836.
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Jing Wang & Barry Bai. (2023) Whose goal emphases play a more important role in ESL/EFL learners’ motivation, self-regulated learning and achievement?: Teachers’ or parents’. Research Papers in Education 38:4, pages 520-542.
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Pei Pei Liu, David McKinney, Alexandra A. Lee, Jennifer A. Schmidt, Gwen C. Marchand & Lisa Linnenbrink-Garcia. (2023) A Mixed-Methods Exploration of Mastery Goal Support in 7th-Grade Science Classrooms. Cognition and Instruction 41:2, pages 201-247.
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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.
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Kamden K. Strunk, Wilson S. Lester, Forrest C. Lane, Payton D. Hoover & Jasmine S. Betties. (2021) Testing the mastery-avoidance construct in achievement goal theory: a meta-analytic confirmatory factor analysis (MA-CFA) of two achievement goals scales. Educational Psychology 41:4, pages 383-400.
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Andrew J. Martin, Marianne Mansour & Lars-Erik Malmberg. (2020) What factors influence students’ real-time motivation and engagement? An experience sampling study of high school students using mobile technology. Educational Psychology 40:9, pages 1113-1135.
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Georgios D. Sideridis. (2020) A physiological analysis of achievement goal orientations under pressure: An experimental analysis. International Journal of School & Educational Psychology 8:3, pages 227-238.
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Fabio Alivernini, Sara Manganelli, Elisa Cavicchiolo, Laura Girelli, Valeria Biasi & Fabio Lucidi. (2018) Immigrant background and gender differences in primary students' motivations toward studying. The Journal of Educational Research 111:5, pages 603-611.
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Nadia Shafique, Seema Gul & Seemab Raseed. (2017) Perfectionism and perceived stress: The role of fear of negative evaluation. International Journal of Mental Health 46:4, pages 312-326.
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Joanna Cohen, Céline Darnon & Patrick Mollaret. (2017) Distinguishing the desire to learn from the desire to perform: The social value of achievement goals. The Journal of Social Psychology 157:1, pages 30-46.
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Cassendra M. Bergstrom, Kevin J. Pugh, Michael M. Phillips & Moshe Machlev. (2016) Effects of Problem-Based Learning on Recognition Learning and Transfer Accounting for GPA and Goal Orientation. The Journal of Experimental Education 84:4, pages 764-786.
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Ellen Schaffner & Ulrich Schiefele. (2016) The Contributions of Intrinsic and Extrinsic Reading Motivation to the Development of Reading Competence over Summer Vacation. Reading Psychology 37:6, pages 917-941.
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Marina Micari, Zachary Van Winkle & Pilar Pazos. (2016) Among friends: the role of academic-preparedness diversity in individual performance within a small-group STEM learning environment. International Journal of Science Education 38:12, pages 1904-1922.
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Andrew J. Martin & Andrew J. Elliot. (2016) The role of personal best (PB) and dichotomous achievement goals in students’ academic motivation and engagement: a longitudinal investigation. Educational Psychology 36:7, pages 1285-1302.
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Peter A.M. Scheltinga, Hans Kuyper, Anneke C. Timmermans & Greetje P.C. van der Werf. (2016) Dominant achievement goals across tracks in high school. Educational Psychology 36:7, pages 1173-1195.
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Antonio Valle, José Carlos Núñez, Ramón G. Cabanach, Susana Rodríguez, Pedro Rosário & Cándido J. Inglés. (2015) Motivational profiles as a combination of academic goals in higher education. Educational Psychology 35:5, pages 634-650.
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Roy B. L. Sijbom, Onne Janssen & Nico W. Van Yperen. (2015) Leaders’ receptivity to subordinates’ creative input: The role of achievement goals and composition of creative input. European Journal of Work and Organizational Psychology 24:3, pages 462-478.
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Kai Yu & Andrew J. Martin. (2014) Personal best (PB) and ‘classic’ achievement goals in the Chinese context: their role in predicting academic motivation, engagement and buoyancy. Educational Psychology 34:5, pages 635-658.
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Maarten Vansteenkiste, Willy Lens, Andrew J. Elliot, Bart Soenens & Athanasios Mouratidis. (2014) Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals. Educational Psychologist 49:3, pages 153-174.
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Marko Lüftenegger, Rens van de Schoot, Barbara Schober, Monika Finsterwald & Christiane Spiel. (2014) Promotion of students’ mastery goal orientations: does TARGET work?. Educational Psychology 34:4, pages 451-469.
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Yi Jiang, Juyeon Song, Minhye Lee & Mimi Bong. (2014) Self-efficacy and achievement goals as motivational links between perceived contexts and achievement. Educational Psychology 34:1, pages 92-117.
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Ronnel Bornasal King, Dennis M. McInerney & David A. Watkins. (2012) Studying for the sake of others: the role of social goals on academic engagement. Educational Psychology 32:6, pages 749-776.
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Lisa Linnenbrink-Garcia, MichaelJ. Middleton, KeithD. Ciani, MatthewA. Easter, PaulA. O'Keefe & Akane Zusho. (2012) The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications. Educational Psychologist 47:4, pages 281-301.
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Jean-Louis Berger. (2012) Uncovering vocational students’ multiple goal profiles in the learning of professional mathematics: differences in learning strategies, motivational beliefs and cognitive abilities. Educational Psychology 32:4, pages 405-425.
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AKANE ZUSHO & KAREN CLAYTON. (2011) Culturalizing Achievement Goal Theory and Research. Educational Psychologist 46:4, pages 239-260.
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GeorgiosD. Sideridis & Avi Kaplan. (2011) Achievement Goals and Persistence Across Tasks: The Roles of Failure and Success. The Journal of Experimental Education 79:4, pages 429-451.
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Corwin Senko, ChrisS. Hulleman & JudithM. Harackiewicz. (2011) Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions. Educational Psychologist 46:1, pages 26-47.
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Athanasios Mouratidis, Willy Lens & GeorgiosD. Sideridis. (2010) On the differentiation of achievement goal orientations in physical education: a Rasch analysis approach. Educational Psychology 30:6, pages 671-697.
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Katrin Mägi, Pille Häidkind & Eve Kikas. (2010) Performance‐approach goals, task‐avoidant behaviour and conceptual knowledge as predictors of first graders’ school performance. Educational Psychology 30:1, pages 89-106.
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Gail Horowitz. (2009) It's Not Always Just About the Grade: Exploring the Achievement Goal Orientations of Pre-Med Students. The Journal of Experimental Education 78:2, pages 215-245.
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Andrew J. Howell. (2009) Flourishing: Achievement-related correlates of students’ well-being. The Journal of Positive Psychology 4:1, pages 1-13.
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Ivar Bråten & HelgeI. Strømsø. (2008) Job Values in Professional Education: The role of achievement goals. Scandinavian Journal of Educational Research 52:3, pages 259-277.
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Mimi Bong. (2008) Effects of Parent-Child Relationships and Classroom Goal Structures on Motivation, Help-Seeking Avoidance, and Cheating. The Journal of Experimental Education 76:2, pages 191-217.
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SharonL. Nichols. (2008) An Exploration of Students' Belongingness Beliefs in One Middle School. The Journal of Experimental Education 76:2, pages 145-169.
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GeorgiosD. Sideridis. (2007) Persistence of Performance‐Approach Individuals in Achievement Situations: An application of the Rasch model. Educational Psychology 27:6, pages 753-770.
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Kevin J. Pugh & David A. Bergin. (2006) Motivational Influences on Transfer. Educational Psychologist 41:3, pages 147-160.
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