Value-Added Models of Assessment: Implications for Motivation and Accountability

REFERENCES

• Ames , C. . Achievement goals and classroom structure: Developing a learning orientation . Paper presented at the annual meeting of the American Educational Research Association . Boston, MA. April ,
   Google Scholar
• Ames , C. 1992 . Classrooms: Goals, structures, and student motivation . Journal of Educational Psychology , 84 : 261 – 271 .
   Web of Science ®Google Scholar
• Ames , C. and Archer , J. 1988 . Achievement goals in the classroom: Students' learning strategies and motivation processes . Journal of Educational Psychology , 80 : 260 – 267 .
   Web of Science ®Google Scholar
• Amrein , A. L. and Berliner , D. C. 2002 . High-stakes testing, uncertainty, and student learning . Educational Policy Analysis Archives , 10 ( 18 ) March 28 Retrieved from http://epaa.asu.edu/epaa.v10n18
   Google Scholar
• Amrein-Beardsley , A. 2008 . Methodological concerns about the education value-added assessment system . Educational Researcher , 37 ( 2 ) : 65 – 75 .
   Web of Science ®Google Scholar
• Anderman , E. M. 1997 . “ Motivation and school reform ” . In Advances in motivation and achievement , Edited by: Maehr , M. L. and Pintrich , P. R. Vol. 10 , 303 – 337 . Greenwich, CT : JAI .
   Google Scholar
• Anderman , E. M. and Anderman , L. H. 2010 . Classroom motivation , Upper Saddle River, NJ : Pearson .
   Google Scholar
• Anderman , E. M. , Griesinger , T. and Westerfield , G. 1998 . Motivation and cheating during early adolescence . Journal of Educational Psychology. , 90 : 84 – 93 .
   Web of Science ®Google Scholar
• Anderman , E. M. and Maehr , M. L. 1994 . Motivation and schooling in the middle grades . Review of Educational Research , 64 : 287 – 309 .
   Web of Science ®Google Scholar
• Anderman , E. M. and Midgley , C. 1997 . Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools . Contemporary Educational Psychology. , 22 : 269 – 298 .
   PubMed Web of Science ®Google Scholar
• Anderman , E. M. and Weber , J. 2009 . “ Continuing motivation revisited ” . In Culture, self, and motivation: Essays in honor of Martin L. Maehr , Edited by: Kaplan , A. , Karabenick , S. and DeGroot , L. 3 – 19 . Charlotte, NC : Information Age .
   Google Scholar
• Anderman , E. M. and Wolters , C. 2006 . “ Goals, values, and affect: Influences on student motivation ” . In Handbook of educational psychology, , 2nd ed. , Edited by: Alexander , P. and Winne , P. 369 – 389 . Mahwah, NJ : Erlbaum .
   Google Scholar
• Anderman , L. H. 1999 . Classroom goal orientation, school belonging and social goals as predictors of students' positive and negative affect following the transition to middle school . Journal of Research and Development in Education , 32 : 89 – 103 .
   Google Scholar
• Anderman , L. H. 2003 . Academic and social perceptions as predictors of change in middle school students' sense of school belonging . Journal of Experimental Education. , 72 : 5 – 22 .
   Web of Science ®Google Scholar
• Anderman , L. H. and Anderman , E. M. 1999 . Social predictors of changes in students' achievement goal orientations . Contemporary Educational Psychology. , 25 : 21 – 37 .
   Web of Science ®Google Scholar
• Anderman , L. H. , Andrzejewski , C. E. and Allen , J. How do teachers support students motivation and learning in their classrooms? . Teachers College Record. , (in press)
   Google Scholar
• Anderman , L. H. , Patrick , H. , Hruda , L. Z. and Linnenbrink , E. A. 2002 . “ Observing classroom goal structures to clarify and expand goal theory ” . In Goals, goal structures, and patterns of adaptive learning , Edited by: Midgley , C. 243 – 278 . Mahwah, NJ : Erlbaum .
   Google Scholar
• Bandura , A. 1997 . Self-efficacy: The exercise of control , New York, NY : Freeman .
   Google Scholar
• Barber , B. , Paris , S. G. , Evans , M. and Gadsden , V. L. 1992 . Policies for reporting test results to parents . Educational Measurement: Issues and Practice , 11 : 15 – 20 .
   Google Scholar
• Betebenner , D. W. 2008 . A primer on student growth percentiles , Dover, NH : National Center for the Improvement of Educational Assessment .
   Google Scholar
• Bock , R. D. , Wolfe , R. and Fisher , T. H. 1996 . A review and analysis of the Tennessee value-added assessment system: Summary and recommendations , Nashville, TN : Tennessee Office of Education Accountability .
   Google Scholar
• Bong , M. 2009 . Age-related differences in achievement goal differentation . Journal of Educational Psychology , 101 : 879 – 896 .
   Web of Science ®Google Scholar
• Bourque , M. L. 2005 . “ Leave no standardized test behind ” . In Defending standardized testing , Edited by: Phelps , R. P. 227 – 253 . Mahwah, NJ : Erlbaum .
   Google Scholar
• Bracey , G. 2004 . Serious questions about the Tennessee value added assessment system . Phi Delta Kappan. , 85 : 716 – 717 .
   Google Scholar
• Braun , H. I. 2005 . Using student progress to evaluate teachers: A primer on value-added models , Princeton, NJ : Educational Testing Service . Retrieved from http://www.ets.org/Media/Research/pdf/PICVAM.pdf
   Google Scholar
• Brookhart , S. M. and Durkin , D. T. 2003 . Classroom assessment, student motivation, and achievement in high school social studies classes . Applied Measurement in Education. , 16 : 27 – 54 .
   Web of Science ®Google Scholar
• Brookhart , S. M. , Walsh , J. M. and Zientarski , W. A. 2006 . The dynamics of motivation and effort for classroom assessments in middle school science and social studies . Applied Measurement in Education. , 19 : 151 – 184 .
   Web of Science ®Google Scholar
• Chubb , J. , Linn , R. , Haycock , K. and Wiener , R. 2005 . Do we need to repair the monument? Debating the future of No Child Left Behind . Education Next , 5 : 8 – 19 . Spring
   Google Scholar
• Church , M. A. , Elliot , A. J. and Gable , S. L. 2001 . Perceptions of classroom environment, achievement goals, and achievement outcomes . Journal of Educational Psychology , 93 : 43 – 54 .
   Web of Science ®Google Scholar
• Colorado Department of Education . 2008 . Colorado's Academic Growth Model, 2008 Retrieved from http://www.cde.state.co.us/cdeedserv/GrowthModelDistSchReport.htm
   Google Scholar
• Deci , E. and Ryan , R. M. 1985 . Intrinsic motivation and self-determination in human behavior , New York, NY : Plenum .
   Google Scholar
• Doyle , W. 1983 . Academic work . Review of Educational Research. , 53 : 159 – 199 .
   Web of Science ®Google Scholar
• Dweck , C. S. 2002 . “ The development of ability conceptions ” . In Development of achievement motivation , Edited by: Wigfield , A. and Eccles , J. S. 57 – 88 . San Diego, CA : Elsevier .
   Google Scholar
• Dweck , C. S. and Leggett , E. L. 1988 . A social-cognitive approach to motivation and personality . Psychological Review , 95 : 256 – 273 .
   Web of Science ®Google Scholar
• Elliot , A. J. 1999 . Approach and avoidance motivation and achievement goals . Educational Psychologist , 34 : 169 – 189 .
   Web of Science ®Google Scholar
• Elliot , A. J. and Church , M. A. 1997 . A hierarchical model of approach and avoidance achievement motivation . Journal of Personality and Social Psychology , 72 : 218 – 232 .
   Web of Science ®Google Scholar
• Elliot , A. J. and McGregor , H. A. 2001 . A 2 ∗ 2 achievement goal framework . Journal of Personality and Social Psychology , 80 : 501 – 519 .
   PubMed Web of Science ®Google Scholar
• Elliott , E. S. and Dweck , C. S. 1988 . Goals: An approach to motivation and achievement . Journal of Personality and Social Psychology , 54 ( 1 ) : 5 – 12 .
   PubMed Web of Science ®Google Scholar
• Epstein , J. L. 1989 . “ Family structures and student motivation: A developmental perspective ” . In Research on motivation and education , Edited by: Ames , C. and Ames , R. vol. 3 , 259 – 295 . San Diego, CA : Academic .
   Google Scholar
• Ercikan , K. 2006 . “ Development in assessment of student learning ” . In Handbook of educational psychology, , 2nd ed. , Edited by: Alexander , P. A. and Winne , P. H. 929 – 952 . Mahwah, NJ : Erlbaum .
   Google Scholar
• Finn , C. , Ryan , T. and Partin , E. 2008 . Ohio value-added primer: A user's guide , Washington, DC : The Thomas B. Fordham Institute . Retrieved from http://www.edexcellence.net/issues/index.cfm?topic=1
   Google Scholar
• Ford , H. H. 2009 . “ Norm-referenced testing ” . In Psychology of classroom learning: An encyclopedia , Edited by: Anderman , E. M. and Anderman , L. H. Vol. 2 , 645 – 648 . Detroit, MI : Cengage .
   Google Scholar
• Freeman , T. M. and Anderman , L. H. 2005 . Changes in mastery goals in urban and rural middle school students . Journal of Research in Rural Education , 20 ( 1 ) Retrieved from http://www.umaine.edu/jrre/articles/vol20.htm
   Google Scholar
• Fuligini , A. J. , Eccles , J. S. and Barber , B. L. 1995 . The long-term effects of seventh-grade ability grouping in mathematics . Journal of Early Adolescence , 15 ( 1 ) : 58 – 89 .
   Google Scholar
• Graham , S. and Golan , S. 1991 . Motivational influences on cognition: Task involvement, ego involvement, and depth of information processing . Journal of Educational Psychology. , 83 : 187 – 194 .
   Web of Science ®Google Scholar
• Greene , B. A. and Miller , R. B. 1996 . Influences on achievement: Goals, perceived ability, and cognitive engagement . Contemporary Educational Psychology , 21 : 181 – 192 .
   Web of Science ®Google Scholar
• Hambleton , R. K. 2009 . “ Criterion-referenced tests ” . In Psychology of classroom learning: An encyclopedia , Edited by: Anderman , E. M. and Anderman , L. H. Vol. 1 , 281 – 284 . Detroit, MI : Cengage .
   Google Scholar
• Hershberg , T. , Simon , V. and Lea-Kruger , B. 2004 . The revelations of value-added: An assessment model that measures student growth in ways that NCLB fails to do . School Administrator , 61 ( 11 ) : 10 – 13 .
   Google Scholar
• Hong , G. and Raudenbush , S. W. 2008 . Casual inference for time-varying instructional treatments . Journal of Educational and Behavioral Statistics. , 33 : 333 – 362 .
   Web of Science ®Google Scholar
• Kaplan , A. , Gheen , M. H. and Midgley , C. 2002 . Classroom goal structure and student disruptive behaviour . British Journal of Educational Psychology , 72 : 191 – 212 .
   PubMed Web of Science ®Google Scholar
• Kaplan , A. , Middleton , M. J. , Urdan , T. and Midgley , C. 2002 . “ Achievement goals and goal structures ” . In Goals, goal structures, and patterns of adaptive learning , Edited by: Midgley , C. 21 – 53 . Mahwah, NJ : Erlbaum .
   Google Scholar
• Kim , J. S. and Sunderman , G. L. 2005 . Measuring academic proficiency under the No Child Left Behind Act: Implication for education equity . Educational Researcher , 34 ( 8 ) : 3 – 13 .
   Google Scholar
• Kupermintz , H. 2003 . Teacher effects and teacher effectiveness. A validity investigation of the Tennessee Value Added Assessment System . Educational Evaluation and Policy Analysis , 25 ( 3 ) : 287 – 298 .
   Web of Science ®Google Scholar
• Lane , S. 2004 . Validity of high-stakes assessment: Are students engaged in complex thinking? . Educational Measurement: Issues and Practice , 23 : 6 – 14 .
   Google Scholar
• Linn , R. L. 2000 . Assessments and accountability . Educational Researcher , 29 : 4 – 16 .
   Google Scholar
• Lockwood , J. R. , Doran , H. and McCaffrey , D. F. 2003 . Using R for estimating longitudinal student achievement models . R News , 3 ( 3 ) : 17 – 23 .
   Google Scholar
• Maehr , M. L. 1991 . Enhancing student motivation: A schoolwide approach . Educational Psychologist , 26 : 399 – 427 .
   Web of Science ®Google Scholar
• Maehr , M. L. and Anderman , E. M. 1993 . Reinventing schools for early adolescents: Emphasizing task goals . Elementary School Journal , 93 : 593 – 610 .
   Web of Science ®Google Scholar
• Maehr , M. L. and Midgley , C. 1996 . Transforming school cultures , Boulder, CO : Westview .
   Google Scholar
• Martineau , J. A. 2006 . Distorting value added: The use of longitudinal, vertically scaled student achievement data for growth-based, value-added accountability . Journal of Educational and Behavioral Statistics. , 31 : 35 – 62 .
   Web of Science ®Google Scholar
• McCaffrey , D. , Lockwood , J. , Koretz , D. , Louis , T. and Hamilton , L. 2004 . Models for value-added modeling of teacher effects . Journal of Educational and Behavioral Statistics. , 29 : 67 – 101 .
   PubMed Web of Science ®Google Scholar
• McCasllin , M. 2006 . Student motivational dynamics in the era of school reform . The Elementary School Journal. , 106 : 479 – 490 .
   Google Scholar
• Meece , J. , Anderman , E. M. and Anderman , L. H. 2006 . “ Classroom goal structure, student motivation, and academic achievement ” . In Annual Review of Psychology , Vol. 57 , 502 – 528 . Stanford, CA : Annual Reviews .
   Google Scholar
• Meyer , R. 1997 . Value-added indicators of school performance: A primer . Economics of Education Review , 16 : 283 – 301 .
   Web of Science ®Google Scholar
• Midgley , C. , ed. 2002 . Goals, goal structures, and patterns of adaptive learning , Mahwah, NJ : Erlbaum .
   Google Scholar
• Midgley , C. , Kaplan , A. , Middleton , M. J. , Maehr , M. L. , Urdan , T. , Anderman , L. H. and Roeser , R. 1998 . The development and validation of scales assessing students' achievement goal orientations . Contemporary Educational Psychology , 23 : 113 – 131 .
   PubMed Web of Science ®Google Scholar
• Midgley , C. , Maehr , M. L. , Hruda , L. Z. , Anderman , E. M. , Anderman , L. H. , Freeman , K. E. and Urdan , T. 2000 . Manual for the Patterns of Adaptive Learning Survey http://www.umich.edu/~pals/PALS%202000_V13Word97.pdf Unpublished manual
   Google Scholar
• Midgley , C. and Urdan , T. 1992 . The transition to middle level schools: Making it a good experience for all students . Middle School Journal , 24 ( 2 ) : 5 – 14 .
   Google Scholar
• Midgley , C. and Urdan , T. 2001 . Academic self-handicapping and achievement goals: A further examination . Contemporary Educational Psychology , 26 ( 1 ) : 61 – 75 .
   PubMed Web of Science ®Google Scholar
• Miller , R. B. , Greene , B. A. , Montalvo , G. P. , Ravindran , B. and Nichols , J. D. 1996 . Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability . Contemporary Educational Psychology , 21 : 388 – 422 .
   PubMed Web of Science ®Google Scholar
• Moller , A. C. , Deci , E. L. and Ryan , R. M. 2006 . Choice and ego-depletion: The moderating role of autonomy . Personality and Social Psychology Bulletin , 32 : 1024 – 1036 .
   PubMed Web of Science ®Google Scholar
• Natriello , G. 1987 . The impact of evaluation processes on students . Educational Psychologist , 22 : 155 – 175 .
   Web of Science ®Google Scholar
• Nicholls , J. G. 1989 . The competitive ethos and democratic education , Cambridge, MA : Harvard University Press .
   Google Scholar
• Nicholls , J. G. , Patashnick , M. and Nolen , S. B. 1985 . Adolescents' theories of education . Journal of Educational Psychology. , 77 : 683 – 692 .
   Web of Science ®Google Scholar
• Nichols , S. L. and Berliner , D. C. 2007 . “ The pressure to cheat in a high stakes testing environment ” . In Psychological perspectives on academic cheating , Edited by: Anderman , E. M. and Murdock , T. B. 289 – 311 . San Diego, CA : Elsevier .
   Google Scholar
• No Child Left Behind Act 2001 Pub. L. No. 107–110, 115 Stat. 1425
   Google Scholar
• Nolen , S. B. 1988 . Reasons for studying: Motivational orientations and study strategies . Cognition and Instruction. , 5 : 269 – 287 .
   Web of Science ®Google Scholar
• Nolen , S. B. and Haladyna , T. M. 1990 . Motivation and studying in high school science . Journal of Research in Science Teaching , 27 : 115 – 126 .
   Web of Science ®Google Scholar
• Oakes , J. and Lipton , M. 1990 . “ Tracking and ability grouping: A structural barrier to access and achievement ” . In Access to knowledge: An agenda for our nation's schools , Edited by: Goodlad , J. I. and Keating , P. 187 – 204 . New York, NY : College Entrance Examination Board .
   Google Scholar
• Ohio Department of Education . 2009 . Interactive local report card home , Columbus, OH : Author . Retrieved from http://ilrc.ode.state.oh.us/Default.asp
   Google Scholar
• Orfield , G. and Lee , C. 2005 . Why segregation matters: Poverty and educational inequality , Cambridge, MA : The Civil Rights Project, Harvard University .
   Google Scholar
• Paige , R. 2002 . Elementary & secondary education: Key policy letters signed by the Education Secretary or Deputy Secretary Retrieved from http://www.ed.gov/policy/elsec/guid/secletter/020724.html
   Google Scholar
• Paris , S. G. and Cunningham , A. 1996 . “ Children becoming students ” . In Handbook of educational psychology , Edited by: Berliner , D. and Calfee , R. 117 – 147 . New York, NY : Macmillan .
   Google Scholar
• Patrick , H. , Anderman , L. H. , Ryan , A. M. , Edelin , K. C. and Midgley , C. 2001 . Teachers' communication of goal orientations in four fifth-grade classrooms . Elementary School Journal , 102 ( 1 ) : 35 – 58 .
   Web of Science ®Google Scholar
• Pintrich , P. R. 2000a . An achievement goal perspective on issues in motivation terminology, theory, and research . Contemporary Educational Psychology , 25 : 92 – 104 .
   PubMed Web of Science ®Google Scholar
• Pintrich , P. R. 2000b . Multiple goals, multiple pathways: The role of goal orientation in learning and achievement . Journal of Educational Psychology , 92 : 544 – 555 .
   Web of Science ®Google Scholar
• Pintrich , P. R. and de Groot , E. V. 1990 . Motivational and self-regulated learning components of classroom academic performance . Journal of Educational Psychology , 82 ( 1 ) : 33 – 40 .
   Web of Science ®Google Scholar
• Raudenbush , S. W. 2004 . What are value-added models estimating and what does this imply for statistical practice? . Journal of Educational and Behavioral Statistics , 29 : 121 – 129 .
   Web of Science ®Google Scholar
• Roeser , R. W. , Midgley , C. and Urdan , T. C. 1996 . Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging . Journal of Educational Psychology. , 88 : 408 – 422 .
   Web of Science ®Google Scholar
• Rubin , D. B. , Stuart , E. A. and Zanutto , E. L. 2004 . A potential outcomes view of value-added assessment in education . Journal of Educational and Behavioral Statistics , 29 ( 1 ) : 103 – 116 .
   Web of Science ®Google Scholar
• Ryan , R. M. and Brown , K. W. 2005 . “ Legislating competence: High-stakes testing policies and their relations with psychological theories and research ” . In Handbook of competence and motivation , Edited by: Elliot , A. J. and Dweck , C. S. 354 – 372 . New York : Guilford .
   Google Scholar
• Ryan , R. M. and Grolnick , W. S. 1986 . Origins and pawns in the classroom: Self-report and projective assessments of individual differences in children's perceptions . Journal of Personality and Social Psychology. , 50 : 550 – 558 .
   Web of Science ®Google Scholar
• Salel , M. , Lazonder , A. W. and De Jong , T. 2005 . Effects of within-class ability grouping on social interaction, achievement, and motivation . Instructional Science , 33 : 105 – 119 .
   Google Scholar
• Sanders , W. 2000 . Value-added assessment from student achievement data: Opportunities and hurdles . Journal of Personnel Evaluation in Education , 14 : 329 – 339 .
   Google Scholar
• Sanders , W. 2004 . Compounding errors . Phi Delta Kappan. , 86 : 174 – 175 .
   Google Scholar
• Schraw , G. , Horn , C. , Thorndike-Christ , T. and Bruning , R. 1995 . Academic goal orientations and student classroom achievement . Contemporary Educational Psychology , 20 : 359 – 368 .
   Web of Science ®Google Scholar
• Seidel , K. , Bordenkircher , S. , Franco , T. , Hambright , G. , Hanby , D. , Herrington , K. and Shelly , A. 2007 . Value-added in Ohio: Introducing Ohio teachers, school leaders, and higher education faculty to value-added measures [Electronic text and resources] , Columbus, OH : Ohio Board of Regents . Available from http://www.ohiorc.org/value-added
   Google Scholar
• Skaalvik , E. M. 1997 . Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety . Journal of Educational Psychology. , 89 : 71 – 81 .
   Web of Science ®Google Scholar
• Skinner , B. F. 1954 . The science of learning and the art of teaching . Harvard Educational Review. , 24 : 86 – 97 .
   Web of Science ®Google Scholar
• Slaughter , R. . Measuring middle school achievement growth with student growth percentile methodology (Paper 20) . NERA Conference Proceedings 2008 . Retrieved from from http://digitalcommons.uconn.edu/nera_2008/20
   Google Scholar
• Slavin , R. E. 1990 . Achievement effects of ability grouping in secondary schools: A best-evidence synthesis . Review of Educational Research. , 60 : 471 – 499 .
   Web of Science ®Google Scholar
• Smith Hopkins , J. and Bowie , L. 2009 . In real estate, test scores sell . Baltimore Sun , July 7 Retrieved from http://articles.baltimoresun.com/2009-07-26/business/0907260005_1_maryland-school-assessment-test-scores-public-school-test
   Google Scholar
• Sternberg , R. J. 2003 . Wisdom, intelligence, and creativity synthesized , Cambridge, , England : Cambridge University Press .
   Google Scholar
• Swann , W. B. and Pittman , T. S. 1997 . Initiating play activity of children: The moderating influence of verbal cues on intrinsic motivation . Child Development. , 48 : 1128 – 1132 .
   Google Scholar
• Trautwein , U. , Ludtke , O. , Marsh , H. W. , Koller , O. and Baumert , J. 2006 . Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics . Journal of Educational Psychology. , 98 : 788 – 806 .
   Web of Science ®Google Scholar
• Turner , J. C. , Midgley , C. , Meyer , D. K. , Gheen , M. H. , Anderman , E. M. , Kang , Y. and Patrick , H. 2002 . The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study . Journal of Educational Psychology , 94 ( 1 ) : 88 – 106 .
   Web of Science ®Google Scholar
• Urdan , T. , Midgley , C. and Anderman , E. M. 1998 . The role of classroom goal structure in students' use of self-handicapping strategies . American Educational Research Journal. , 35 : 101 – 122 .
   Web of Science ®Google Scholar
• U.S. Department of Education . 2003 . No Child Left Behind: A toolkit for teachers Retrieved from http://www.ed.gov/teachers/nclbguide/nclb-teachers-toolkit.pdf
   Google Scholar
• van de Grift , W. 2009 . Reliability and validity in measuring the value-added of schools . School Effectiveness and School Improvement. , 20 : 269 – 285 .
   Web of Science ®Google Scholar
• Viadero , D. 2008 . Scrutiny heightens for “value added” research methods . Education Week , 27 ( 36 ) : 1 12 – 13 .
   Google Scholar
• Weiner , B. 1985 . An attribution theory of achievement motivation and emotion . Psychological Review. , 92 : 548 – 573 .
   PubMed Web of Science ®Google Scholar
• Weiner , B. 1986 . An attributional theory of motivation and emotion , New York, NY : Springer-Verlag .
   Google Scholar
• Wigfield , A. and Eccles , J. S. 2000 . Expectancy-value theory of achievement motivation . Contemporary Educational Psychology , 25 ( 1 ) : 68 – 81 .
   PubMed Web of Science ®Google Scholar
• Wolters , C. A. 2004 . Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement . Journal of Educational Psychology , 96 : 236 – 250 .
   Web of Science ®Google Scholar
• Wolters , C. A. , Yu , S. L. and Pintrich , P. R. 1996 . The relation between goal orientation and students' motivational beliefs and self-regulated learning . Learning and Individual Differences , 8 : 211 – 238 .
   Web of Science ®Google Scholar