The role of personal best (PB) and dichotomous achievement goals in students’ academic motivation and engagement: a longitudinal investigation

References

• Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271. doi:10.1037/0022-0663.84.3.261
   Web of Science ®Google Scholar
• Anderman, E. M., & Wolters, C. A. (2006). Goals, values, and affect: Influences on student motivation. In P. A. Alexander & P. Winne (Eds.), Handbook of educational psychology (pp. 369–389). Mahwah, NJ: Erlbaum.
   Google Scholar
• Brophy, J. (2005). Goal theorists should move on from performance goals. Educational Psychologist, 40, 167–176. doi:10.1207/s15326985ep4003_3
   Web of Science ®Google Scholar
• Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270–295. doi:10.1006/ceps.2001.1094
   Web of Science ®Google Scholar
• Cleary, T. J., & Zimmerman, B. J. (2012). A cyclical self-regulatory account of student engagement: Theoretical foundations and applications. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement. (pp. 237–257). New York, NY: Springer.10.1007/978-1-4614-2018-7
   Google Scholar
• Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171–200. doi:10.1146/annurev.psych.51.1.171
   PubMed Web of Science ®Google Scholar
• Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048. doi:10.1037/0003-066X.41.10.1040
   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: Guildford.
   Google Scholar
• Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.10.1037/0022-3514.72.1.218
   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. doi:10.1037/0022-3514.80.3.501
   PubMed Web of Science ®Google Scholar
• Elliot, A. J., & Moller, A. C. (2003). Performance-approach goals: Good or bad forms of regulation? International Journal of Educational Research, 39, 339–356. doi:10.1016/j.ijer.2004.06.003
   Google Scholar
• Elliot, A. J., Murayama, K., Kobeisy, A., & Lichtendfeld, S. (2014). Potential-based achievement goals. British Journal of Educational Psychology, 85, 192–206. doi:10.1111/bjep.12051
   PubMed Web of Science ®Google Scholar
• Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103, 632–648. doi:10.1037/a0023952
   Web of Science ®Google Scholar
• Graham, J. W., & Hoffer, S. M. (2000). Multiple imputation in multivariate research. In T. D. Little, K. U. Schnable, & J. Baumert (Eds.), Modeling longitudinal and multilevel data: Practical issues, applied approaches, and specific examples (pp. 201–218). Mahwah, NJ: Erlbaum.
   Google Scholar
• Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1995). Multivariate data analysis with readings. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Harackiewicz, J., Barron, K., Pintrich, P., Elliot, A., & Thrash, T. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638–645. doi:10.1037/0022-0663.94.3.638
   Web of Science ®Google Scholar
• Higgins, E. T. (2000). Making a good decision: Value from fit. American Psychologist, 55, 1217–1230. doi:10.1037/0003-066X.55.11.1217
   PubMed 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, 422–449.10.1037/a0018947
   PubMed Web of Science ®Google Scholar
• Jöreskog, K. G., & Sörbom, D. (2006). LISREL 8.80. Chicago, IL: Scientific Software International.
   Google Scholar
• Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141–184. doi:10.1007/s10648-006-9012-5
   Web of Science ®Google Scholar
• Li, J. (2002). A cultural model of learning: Chinese ‘heart and mind for wanting to learn’. Journal of Cross-Cultural Psychology, 33, 248–269.10.1177/0022022102033003003
   Web of Science ®Google Scholar
• Li, J. (2005). Mind or virtue: Western and Chinese beliefs about learning. Current Directions in Psychological Science, 14, 190–194.10.1111/cdir.2005.14.issue-4
   Web of Science ®Google Scholar
• Liebert, R. M., Morris, L.W. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological Reports, 20, 975–997. doi:10.2466/pr0.1967.20.3.975
   PubMed Web of Science ®Google Scholar
• Liem, G. A., Ginns, P., Martin, A. J., Stone, B., & Herrett, M. (2012). Personal best goals and academic and social functioning: A longitudinal perspective. Learning and Instruction, 22, 222–230. doi:10.1016/j.learninstruc.2011.11.003
   Web of Science ®Google Scholar
• Linnenbrink-Garcia, L., Tyson, D. F., & Patall, E. A. (2008). When are achievement goal orientations beneficial for academic achievement? A closer look at moderating factors. International Review of Social Psychology, 21, 19–70.
   Web of Science ®Google Scholar
• Locke, E. A., Chah, D., Harrison, S., & Lustgarten, N. (1989). Separating the effects of goal specificity from goal level. Organizational Behavior and Human Decision Processes, 43, 270–287. doi:10.1016/0749-5978(89)90053-8
   Web of Science ®Google Scholar
• Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705–717. doi:10.1037/0003-066X.57.9.705
   PubMed Web of Science ®Google Scholar
• Maehr, M. L., & Zusho, A. (2009). Achievement goal theory: The past, present, and future. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 77–104). New York, NY: Routledge.
   Google Scholar
• Martin, A. J. (2006). Personal bests (PBs): A proposed multidimensional model and empirical analysis. British Journal of Educational Psychology, 76, 803–825. doi:10.1348/000709905X55389
   PubMed Web of Science ®Google Scholar
• Martin, A. J. (2010). The Motivation and Engagement Scale. Sydney: Lifelong Achievement Group. Retrieved from www.lifelongachievement.com
   Google Scholar
• Martin, A. J. (2011). Personal best (PB) approaches to academic development: Implications for motivation and assessment. Educational Practice and Theory, 33, 93–99. doi:10.7459/ept/33.1.06
   Google Scholar
• Martin, A. J. (2012). The role of personal best (PB) goals in the achievement and behavioral engagement of students with ADHD and students without ADHD. Contemporary Educational Psychology, 37, 91–105. doi:10.1016/j.cedpsych.2012.01.002
   Web of Science ®Google Scholar
• Martin, A. J. (2014). Implicit theories about intelligence and growth (personal best) goals: Exploring reciprocal relationships. British Journal of Educational Psychology, 85, 207–223. doi:10.1111/bjep.12038
   PubMed Web of Science ®Google Scholar
• Martin, A. J., & Liem, G. A. (2010). Academic personal bests (PBs), engagement, and achievement: A cross-lagged panel analysis. Learning and Individual Differences, 20, 265–270. doi:10.1016/j.lindif.2010.01.001
   Web of Science ®Google Scholar
• Martin, A. J., Nejad, H. G., Colmar, S., & Liem, G. A. D. (2013). Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105, 728–746. doi:10.1016/j.lindif.2015.02.004
   Web of Science ®Google Scholar
• Martin, A. J., Nejad, H. G., Colmar, S., Liem, G. A. D., & Collie, R. (2015). The role of adaptability in promoting control and reducing failure dynamics: A mediation model. Learning and Individual Differences, 38, 36–43.10.1016/j.lindif.2015.02.004
   Web of Science ®Google Scholar
• Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what costs? Journal of Educational Psychology, 93, 77–86. doi:10.1037/0022-0663.93.1.77
   Web of Science ®Google Scholar
• Muthén, L. K., & Muthén, B. O. (2014). Mplus user’s guide. Los Angeles, CA: Muthén & Muthén.
   Google Scholar
• Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
   Google Scholar
• Polivy, J., & Herman, C. P. (2002). If at first you don’t succeed: False hopes of self-change. American Psychologist, 57, 677–689.10.1037/0003-066X.57.9.677
   PubMed Web of Science ®Google Scholar
• Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149–172). New York: Springer.10.1007/978-1-4614-2018-7
   Google Scholar
• Stedry, A. C., & Kay, E. (1966). The effects of goal difficulty on performance: A field experiment. Behavioral Science, 11, 459–470. doi:10.1002/bs.3830110605
   PubMedGoogle Scholar
• Yu, K., & Martin, A. J. (2014). Personal best (PB) and ‘classic’ achievement goals in the Chinese context: Their role in predicting academic motivation, engagement and buoyancy. Educational Psychology: An International Journal of Experimental Educational Psychology, 34, 635–658.10.1080/01443410.2014.895297
   Web of Science ®Google Scholar