Dominant achievement goals across tracks in high school

References

• Ali, J., & McInerney, D. M. (2005). An analysis of the predictive validity of the inventory of school motivation (ISM). In Australian Association for Educational Research (AARE) Conference. Sydney, Australia. Retrieved from http://www.aare.edu.au/05pap/ali05403.pdf
   Google Scholar
• Baranik, L. E., Stanley, L. J., Bynum, B. H., & Lance, C. E. (2010). Examining the construct validity of mastery-avoidance achievement goals: A meta-analysis. Human Performance, 23, 265–282. doi:10.1080/08959285.2010.488463
   Web of Science ®Google Scholar
• Bembenutty, H. (2011). Academic delay of gratification and academic achievement. New Directions for Teaching and Learning, 126, 55–65.10.1002/tl.v2011.126
   Google Scholar
• Blaga, M. (2012). Performance attainment and intrinsic motivation: An achievement goal approach., [s.n.], S.l. Retrieved from http://irs.ub.rug.nl/ppn/34046402X
   Google Scholar
• Bong, M. (2008). Effects of parent–child relationships and classroom goal structures on motivation, help-seeking avoidance, and cheating. The Journal of Experimental Education, 76, 191–217.10.3200/JEXE.76.2.191-217
   Web of Science ®Google Scholar
• Brophy, J. (2005). Goal theorists should move on from performance goals. Educational Psychologist, 40, 167–176.10.1207/s15326985ep4003_3
   Web of Science ®Google Scholar
• Cellar, D. F., Stuhlmacher, A. F., Young, S. K., Fisher, D. M., Adair, C. K., Haynes, S., … Riester, D. (2010). Trait goal orientation, self-regulation, and performance: A meta-analysis. Journal of Business and Psychology, 26, 467–483. doi:10.1007/s10869-010-9201-6
   Web of Science ®Google Scholar
• Contini, D., & Scagni, A. (2010). Inequality of opportunity in secondary school enrolment in Italy, Germany and the Netherlands. Quality & Quantity, 45, 441–464. doi:10.1007/s11135-009-9307-y
   Web of Science ®Google Scholar
• de Lange, A. H., Van Yperen, N. W., Van der Heijden, B. I. J., & Bal, P. M. (2010). Dominant achievement goals of older workers and their relationship with motivation-related outcomes. Journal of Vocational Behavior, 77, 118–125.10.1016/j.jvb.2010.02.013
   Web of Science ®Google Scholar
• Dekker, S., & Fischer, R. (2008). Cultural differences in academic motivation goals: A meta-analysis across 13 societies. The Journal of Educational Research, 102, 99–110.10.3200/JOER.102.2.99-110
   Web of Science ®Google Scholar
• Dysvik, A., & Kuvaas, B. (2013). Intrinsic and extrinsic motivation as predictors of work effort: The moderating role of achievement goals. British Journal of Social Psychology, 52, 412–430. doi:10.1111/j.2044-8309.2011.02090.x
   PubMed Web of Science ®Google Scholar
• Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52–72). New York, NY: Guilford.
   Google Scholar
• Elliot, A. J., & Church, M. A. (2003). A motivational analysis of defensive pessimism and self-handicapping. Journal of Personality, 71, 369–396.10.1111/1467-6494.7103005
   PubMed Web of Science ®Google Scholar
• Elliot, A. J., & McGregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 76, 628–644.10.1037/0022-3514.76.4.628
   PubMed Web of Science ®Google Scholar
• Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519.10.1037/0022-3514.80.3.501
   PubMed Web of Science ®Google Scholar
• Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613–628.10.1037/0022-0663.100.3.613
   Web of Science ®Google Scholar
• Fryer, J. W., & Elliot, A. J. (2007). Stability and change in achievement goals. Journal of Educational Psychology, 99, 700–714.10.1037/0022-0663.99.4.700
   Web of Science ®Google Scholar
• Hortop, E., Wrosch, C., & Gagné, M. (2013). The why and how of goal pursuits: Effects of global autonomous motivation and perceived control on emotional well-being. Motivation & Emotion, 37, 675–687.
   Web of Science ®Google Scholar
• Howell, A. J., & Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43, 167–178.10.1016/j.paid.2006.11.017
   Web of Science ®Google Scholar
• Huang, C. (2011). Achievement goals and achievement emotions: A meta-analysis. Educational Psychology Review, 23, 359–388. doi:10.1007/s10648-011-9155-x
   Web of Science ®Google Scholar
• Huang, C. (2012). Discriminant and criterion-related validity of achievement goals in predicting academic achievement: A meta-analysis. Journal of Educational Psychology, 104, 48–73. doi:10.1037/a0026223
   Web of Science ®Google Scholar
• Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136, 422–449. doi:101.1037/a0018947
   PubMed Web of Science ®Google Scholar
• Lau, S., & Nie, Y. (2008). Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions. Journal of Educational Psychology, 100, 15–29.10.1037/0022-0663.100.1.15
   Web of Science ®Google Scholar
• Maehr, M. L. (1974). Culture and achievement motivation. American Psychologist, 29, 887–896.10.1037/h0037521
   PubMed Web of Science ®Google Scholar
• Maehr, M. L. (1984). Meaning and motivation. Toward a theory of personal investment. In R. Ames & C. Ames (Eds.), Research on motivation in education (pp. 115–144). Orlando, FL: Academic Press.
   Google Scholar
• Maehr, M. L., & Archer, J. (1987). Motivation and school achievement. In L. Katz & K. Steiner (Eds.), Current topics in early childhood education (Vol. 7, pp. 85–107). Westport, CT: Ablex.
   Google Scholar
• Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K. T., O’Mara, A. J., & Craven, R. G. (2008). The Big-fish–little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20, 319–350. doi:10.1007/s10648-008-9075-6
   Web of Science ®Google Scholar
• McInerney, D. M., & Ali, J. (2006). Multidimensional and hierarchical assessment of school motivation: Cross-cultural validation. Educational Psychology, 26, 717–734. doi:10.1080/01443410500342559
   Google Scholar
• Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., … Middleton, M. J. (2000). Manual for the patterns of adaptive learning scales. Ann Arbor, 1001, 1–68.
   Google Scholar
• Midgley, C., & Urdan, T. (2001). Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26, 61–75. doi:10.1006/ceps.2000.1041
   PubMed Web of Science ®Google Scholar
• Murayama, K., & Elliot, A. J. (2009). The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. Journal of Educational Psychology, 101, 432–447. doi:10.1037/a0014221
   Web of Science ®Google Scholar
• Murayama, K., & Elliot, A. J. (2012). Further clarifying the competition–performance relation: Reply to D. W. Johnson, et al. (2012). Psychological Bulletin, 138, 1079–1084.10.1037/a0029606
   Web of Science ®Google Scholar
• Niiya, Y., Brook, A. T., & Crocker, J. (2010). Contingent self-worth and self-handicapping: Do incremental theorists protect self-esteem? Self and Identity, 9, 276–297. doi:10.1080/15298860903054233
   Web of Science ®Google Scholar
• Paulick, I. (2011). Zielorientierungen und schulisches Lernen am Grundschulübergang [Achievement goals and academic performance at the transition from primary school]. Göttingen: Georg-August-Universität.
   Google Scholar
• Paulick, I., Watermann, R., & Nückles, M. (2013). Achievement goals and school achievement: The transition to different school tracks in secondary school. Contemporary Educational Psychology, 38, 75–86. doi:10.1016/j.cedpsych.2012.10.003
   Web of Science ®Google Scholar
• Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92, 128–150. doi:10.1037/0021-9010.92.1.128
   PubMed Web of Science ®Google Scholar
• Puente-Díaz, R. (2012). The effect of achievement goals on enjoyment, effort, satisfaction and performance. International Journal of Psychology, 47, 102–110.10.1080/00207594.2011.585159
   PubMed Web of Science ®Google Scholar
• Régner, I., Escribe, C., & Dupeyrat, C. (2007). Evidence of social comparison in mastery goals in natural academic settings. Journal of Educational Psychology, 99, 575–583.10.1037/0022-0663.99.3.575
   Web of Science ®Google Scholar
• Schmitt, N. (1996). Uses and abuses of coefficient alpha. Psychological Assessment, 8, 350–353.10.1037/1040-3590.8.4.350
   Web of Science ®Google Scholar
• Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46, 26–47. doi:10.1080/00461520.2011.538646
   Web of Science ®Google Scholar
• Seo, E. H. (2009). The relationship of procrastination with a mastery goal versus an avoidance goal. Social Behavior and Personality: An international journal, 37, 911–919. doi:10.2224/sbp.2009.37.7.911
   Web of Science ®Google Scholar
• Tieben, N., & Wolbers, M. (2010). Success and failure in secondary education: Socio-economic background effects on secondary school outcome in the Netherlands, 1927–1998. British Journal of Sociology of Education, 31, 277–290. doi:10.1080/01425691003700516
   Web of Science ®Google Scholar
• Trautwein, U., Lüdtke, O., Schnyder, I., & Niggli, A. (2006). Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology, 98, 438–456.10.1037/0022-0663.98.2.438
   Web of Science ®Google Scholar
• Urdan, T., & Mestas, M. (2006). The goals behind performance goals. Journal of Educational Psychology, 98, 354–365.10.1037/0022-0663.98.2.354
   Web of Science ®Google Scholar
• Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331–349.10.1016/j.jsp.2006.04.003
   Web of Science ®Google Scholar
• Van Yperen, N. W. (2006). A Novel approach to assessing achievement goals in the context of the 2 × 2 framework: Identifying distinct profiles of individuals with different dominant achievement goals. Personality and Social Psychology Bulletin, 32, 1432–1445. doi:10.1177/0146167206292093
   PubMed Web of Science ®Google Scholar
• Van Yperen, N. W., Hamstra, M. R. W., & van der Klauw, M. (2011). To win, or not to lose, at any cost: The impact of achievement goals on cheating. British Journal of Management, 22, S5–S15. doi:10.1111/j.1467-8551.2010.00702.x
   Web of Science ®Google Scholar
• Van Yperen, N. W., & Orehek, E. (2013). Achievement goals in the workplace: Conceptualization, prevalence, profiles, and outcomes. Self-Regulation and Strategic Motivational Orientations in Economic Contexts, 38, 71–79. doi:10.1016/j.joep.2012.08.013
   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, 236–250.10.1037/0022-0663.96.2.236
   Web of Science ®Google Scholar
• Zijsling, D., Keuning, J., Kuyper, H., Van Batenburg, T., & Hemker, B. (2009). Technisch Rapport. Eerste meting van Cool^5–18 in het derde leerjaar van het voortgezet onderwijs [Technical Report. First measurements of Cool^5–18 in the third grade of secondary education]. Groningen: GION.
   Google Scholar