Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 37, 2017 - Issue 5
1,881
Views
2
CrossRef citations to date
0
Altmetric
Articles

Dominant achievement goals and academic outcomes across tracks in high school

, &
Pages 582-598 | Received 02 Jul 2015, Accepted 08 Dec 2016, Published online: 20 Jan 2017

References

  • 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:10.1080/08959285.2010.48846310.1080/08959285.2010.488463
  • Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706–722.10.1037/0022-3514.80.5.706
  • Blaga, M. (2012). Performance attainment and intrinsic motivation: An achievement goal approach. Retrieved from http://irs.ub.rug.nl/ppn/34046402X
  • Bong, M. (2004). Academic motivation in self-efficacy, task value, achievement goal orientations, and attributional beliefs. The Journal of Educational Research, 97, 287–298.10.3200/JOER.97.6.287-298
  • 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
  • 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
  • Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584–608.10.1016/j.cedpsych.2007.08.002
  • Deppe, R. K., & Harackiewicz, J. M. (1996). Self-handicapping and intrinsic motivation: Buffering intrinsic motivation from the threat of failure. Journal of Personality and Social Psychology, 70, 868–876.10.1037/0022-3514.70.4.868
  • 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.
  • 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
  • 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
  • Enders, C. K., & Tofighi, D. (2007). Centering predictor variables in cross-sectional multilevel models: A new look at an old issue. Psychological Methods, 12, 121–138. doi:10.1037/1082-989X.12.2.12110.1037/1082-989X.12.2.121
  • Gherasim, L. R., Butnaru, S., & Mairean, C. (2012). Classroom environment, achievement goals and maths performance: Gender differences. Educational Studies, 39(1), 1–12. doi:10.1080/03055698.2012.663480
  • Haag, L., & Götz, T. (2012). Mathe ist schwierig und Deutsch aktuell: Vergleichende Studie zur Charakterisierung von Schulfächern aus Schülersicht [Math is difficult and German up to date: A study on the characterization of subject domains from students' perspective]. Psychologie in Erziehung und Unterricht, 59, 32–46. doi:10.2378/peu2012.art03d10.2378/peu2012.art03d
  • Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100, 105.10.1037/0022-0663.100.1.105
  • Hirt, E. R., & McCrea, S. M. (2009). Man smart, woman smarter? Getting to the root of gender differences in self-handicapping. Social and Personality Psychology Compass, 3, 260–274. doi:10.1111/j.1751-9004.2009.00176.x10.1111/spco.2009.3.issue-3
  • Ho, I. T., & Hau, K.-T. (2008). Academic achievement in the Chinese context: The role of goals, strategies, and effort. International Journal of Psychology, 43, 892–897. doi:10.1080/0020759070183632310.1080/00207590701836323
  • 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/a002622310.1037/a0026223
  • 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:10.11037/a001894710.1037/a0018947
  • Kaplan, A., & Maehr, M. L. (2006). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141–184. doi:10.1007/s10648-006-9012-5
  • 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
  • Leondari, A., & Gonida, E. (2007). Predicting academic self-handicapping in different age groups: The role of personal achievement goals and social goals. British Journal of Educational Psychology, 77, 595–611.10.1348/000709906X128396
  • 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
  • McCrea, S. M., Hirt, E. R., & Milner, B. J. (2008). She works hard for the money: Valuing effort underlies gender differences in behavioral self-handicapping. Journal of Experimental Social Psychology, 44, 292–311. doi:10.1016/j.jesp.2007.05.00610.1016/j.jesp.2007.05.006
  • Meece, J. L., Anderman, E. M., & Anderman, L. H. (2005). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487–503. doi:10.1146/annurev.psych.56.091103.070258
  • 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.
  • 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/a001422110.1037/a0014221
  • Murayama, K., & Elliot, A. J. (2012). The competition–performance relation: A meta-analytic review and test of the opposing processes model of competition and performance. Psychological Bulletin, 138, 1035–1070.10.1037/a0028324
  • Nie, Y., & Liem, G. A. D. (2013). Extending antecedents of achievement goals: The double-edged sword effect of social-oriented achievement motive and gender differences. Learning and Individual Differences, 23, 249–255. doi:10.1016/j.lindif.2012.10.00610.1016/j.lindif.2012.10.006
  • Ntoumanis, N., Thøgersen-Ntoumani, C., & Smith, A. L. (2009). Achievement goals, self-handicapping, and performance: A 2 × 2 achievement goal perspective. Journal of Sports Sciences, 27, 1471–1482. doi:10.1080/0264041090315045910.1080/02640410903150459
  • Paulick, I. (2011). Zielorientierungen und schulisches Lernen am Grundschulübergang [Achievement goals and academic performance at the transition from primary school] . Göttingen: Georg-August-Universität Göttingen.
  • 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.2012.10.00310.1016/j.cedpsych.2012.10.003
  • Rabasch, J., Charlton, C., Browne, W. J., Healy, M., & Cameron, B. (2009). MLwiN (Version 2.29).  Bristol: Centre for Multilevel Modelling, University of Bristol.
  • Scheltinga, P. A. M., Kuyper, H., Timmermans, A. C., & van der Werf, G. P. C. (2015). Dominant achievement goals across tracks in high school. Educational Psychology, 1–23. doi:10.1080/01443410.2015.1024613
  • Schwinger, M. (2013). Structure of academic self-handicapping – Global or domain-specific construct? Learning and Individual Differences, 27, 134–143. doi:10.1016/j.lindif.2013.07.00910.1016/j.lindif.2013.07.009
  • Schwinger, M., & Stiensmeier-Pelster, J. (2011). Performance-approach and performance-avoidance classroom goals and the adoption of personal achievement goals. British Journal of Educational Psychology, 81, 680–699.10.1111/bjep.2011.81.issue-4
  • Senko, C., & Harackiewicz, J. M. (2005). Regulation of achievement goals: The role of competence feedback. Journal of Educational Psychology, 97, 320.10.1037/0022-0663.97.3.320
  • Senko, C., & Miles, K. M. (2008). Pursuing their own learning agenda: How mastery-oriented students jeopardize their class performance. Contemporary Educational Psychology, 33, 561–583. doi:10.1016/j.cedpsych.2007.12.00110.1016/j.cedpsych.2007.12.001
  • 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:10.1080/00461520.2011.53864610.1080/00461520.2011.538646
  • Simzar, R., Domina, T., & Tran, C. (2016). Eighth-Grade Algebra course placement and student motivation for Mathematics. AERA Open, 2, 1–26. doi:10.1177/2332858415625227
  • Snijders, T. A. B., & Bosker, R. J. (2012). Multilevel analysis: An introduction to basic and advanced multilevel modelling (2nd ed.). London/Thousand Oaks/New Delhi: Sage Publications.
  • Sparfeldt, J. R., Buch, S. R., Wirthwein, L., & Rost, D. H. (2007). Zielorientierungen: Zur Relevanz der Schulfächer. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 39, 165–176.10.1026/0049-8637.39.4.165
  • Stephens, J. M., & Gehlbach, H. (2007). Under pressure and underengaged: Motivational profiles and academic cheating in high school. Psychology of Academic Cheating, 107–134.10.1016/B978-012372541-7/50009-7
  • Tang, S. H. (n.d.). The causal relationships between junior high students’ achievement goals, academic hope, and their efficacy in learning language arts and mathematics. Learning, 69, 82–86.
  • 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:10.1080/0142569100370051610.1080/01425691003700516
  • Van Batenburg, Th. A., & Van der Werf, M. P. C. (2004). NSCCT: Niet Schoolse Cognitieve Capaciteiten Test. Voor groep 4, 6 en 8 in het basisonderwijs. Verantwoording, normering en handleiding. Groningen: GION.
  • 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:10.1177/014616720629209310.1177/0146167206292093
  • 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
  • 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.x10.1111/bjom.2011.22.issue-s1
  • Zijsling, D., Keuning, J., Naayer, H., & Kuyper, H. (2012). Cohortonderzoek COOL5-18 Technisch rapport meting VO-3 in 2011. Groningen: GION/Cito.