Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 39, 2019 - Issue 8
944
Views
5
CrossRef citations to date
0
Altmetric
Original Articles

Achievement goal pursuit during the transition from middle school to high school: its antecedents and consequences from a self-determination perspective

Pages 984-1004 | Received 18 Aug 2018, Accepted 24 Mar 2019, Published online: 22 Apr 2019

References

  • Ames, C. (1992). Achievement goals and classroom motivational climate. In J. Meece & D. Schunk (Eds.), Students' perceptions in the classroom (pp. 327–348). Hillsdale, NJ: Erlbaum.
  • Assor, A., Vansteenkiste, M., & Kaplan, A. (2009). Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self-worth strivings. Journal of Educational Psychology, 101(2), 482–497. doi:10.1037/a0014236
  • Biddle, S., Soos, I., & Chatzisarantis, N. (1999). Predicting physical activity intentions using goal perspectives and self-determination theory approaches. European Psychologist, 4(2), 83. doi:10.1027//1016-9040.4.4.83
  • Ciani, K. D., Sheldon, K. M., Hilpert, J. C., & Easter, M. A. (2011). Antecedents and trajectories of achievement goals: A self-determination theory perspective. British Journal of Educational Psychology, 81(2), 223–243. doi:10.1348/000709910X517399
  • De Brabander, C. J., & Martens, R. L. (2014). Towards a unified theory of task-specific motivation. Educational Research Review, 11, 27–44. doi:10.1016/j.edurev.2013.11.001
  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. doi:10.1207/S15327965PLI1104_01
  • 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: Guilford Press.
  • Elliot, A. J., & McGregor, H. A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519. doi:10.1037//0022-3514.80.3.501
  • Elliot, A. J., McGregor, H. A., & Thrash, T. M. (2002). The need for competence. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 361–387). Rochester, NY: University of Rochester Press.
  • Finney, S. J., & DiStefano, C. (2013). Nonnormal and categorical data in structural equation modeling. In G. R. Hancock & R. O. Mueller (Eds.), Quantitative methods in education and the behavioral sciences: Issues, research, and teaching. Structural equation modeling: A second course (pp. 439–492). Charlotte, NC, US: IAP Information Age Publishing.
  • Gutman, L. M. (2006). How student and parent goal orientations and classroom goal structures influence the math achievement of African Americans during the high school transition. Contemporary Educational Psychology, 31(1), 44–63. doi:10.1016/j.cedpsych.2005.01.004
  • Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73(6), 1284. doi:10.1037//0022-3514.73.6.1284
  • Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals in college: Predicting continued interest and performance over time. Journal of Educational Psychology, 92, 315–330.
  • 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(1), 105. doi:10.1037/0022-0663.100.1.105
  • Harackiewicz, J. M., & Elliot, A. J. (1993). Achievement goals and intrinsic motivation. Journal of Personality and Social Psychology, 65, 904–915. doi:10.1037/0022-3514.65.5.904
  • Harackiewicz, J. M., & Hulleman, C. S. (2010). The importance of interest: The role of achievement goals and task values in promoting the development of interest. Social and Personality Psychology Compass, 4(1), 42–52. doi:10.1111/j.1751-9004.2009.00207.x
  • Hein, V., & Hagger, M. S. (2007). Global self-esteem, goal achievement orientations, and self-determined behavioural regulations in a physical education setting. Journal of Sports Sciences, 25(2), 149–159. doi:10.1080/02640410600598315
  • Heyman, G. D., & Dweck, C. S. (1992). Achievement goals and intrinsic motivation: Their relation and their role in academic motivation. Motivation and Emotion, 16, 231–247. doi:10.1007/BF00991653
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. doi:10.1080/10705519909540118
  • Hulleman, C. S., Durik, A. M., Schweigert, S. B., & Harackiewicz, J. M. (2008). Task values, achievement goals, and interest: An integrative analysis. Journal of Educational Psychology, 100(2), 398. doi:10.1037/0022-0663.100.2.398
  • Kim, J. I., Schallert, D. L., & Kim, M. (2010). An integrative cultural view of achievement motivation: Parental and classroom predictors of children's goal orientations when learning mathematics in Korea. Journal of Educational Psychology, 102, 418. doi:10.1037/a0018676
  • Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33, 486–512. doi:10.1016/j.cedpsych.2007.08.001
  • Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487–503. doi:10.1146/annurev.psych.56.091103.070258
  • Moreno, J. A., González-Cutre, D., Sicilia, Á., & Spray, C. M. (2010). Motivation in the exercise setting: Integrating constructs from the approach–avoidance achievement goal framework and self-determination theory. Psychology of Sport and Exercise, 11, 542–550. doi:10.1016/j.psychsport.2010.06.003
  • Muthén, L. K. & Muthén, B. O. (2010). Mplus User’s Guide, v. 6.0. Los Angeles, CA: Muthén & Muthén.
  • Ntoumanis, N. (2001). Empirical links between achievement goal theory and self-determination theory in sport. Journal of Sports Sciences, 19, 397–409. doi:10.1080/026404101300149357
  • Oh, J. E., Choo, S. Y., & Lim, S. M. (2011). The relationships between achievement goal orientation and avoidance strategies in academic evaluation setting: Comparison of middle and high school students. Korean Journal of Youth Studies, 18, 179–213.
  • Park, H., Kim, Y., & Kang, J. (2007). Development of KEDI comprehensive tests (III): Analysis of relationships among students’ psychological, family, & school characteristics on achievement. Seoul: Korean Educational Development Institute.
  • Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92–104. doi:10.1006/ceps.1999.1017
  • Roeser, R. W., Marachi, R., & Gehlbach, H. (2002). A goal theory perspective on teachers’ professional identities and contexts of teaching. In C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 205–243). Mahwah, NJ: Erlbaum.
  • Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory: An organismic-dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY: University of Rochester Press.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.
  • Ryu, H., Kim, Y., Hyun, J., Kim, I., Kang, S., Kim, H., & Park, S. (2005). Korea Education Longitudinal Study 2005(I): Preliminary Investigation Report. Seoul: Korean Educational Development Institute.
  • Schunk, D. H. (2011). Learning Theories: An Educational Perspective (6th ed.). Upper Saddle River, NJ: Prentice Hall.
  • Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2014). Motivation in education: Theory, research, and applications (4th ed.). Upper Saddle River, NJ: Pearson Education Inc.
  • Senko, C., & Tropiano, K. L. (2016). Comparing three models of achievement goals: Goal orientations, goal standards, and goal complexes. Journal of Educational Psychology, 108, 1178. doi:10.1037/edu0000114
  • Sheldon, K. M., Arndt, J., & Houser-Marko, L. (2003). In search of the organismic valuing process: The human tendency to move towards beneficial goal choices. Journal of Personality, 71, 835–869. doi:10.1111/1467-6494.7105006
  • Spray, C. M., John Wang, C. K., Biddle, S. J., & Chatzisarantis, N. L. (2006). Understanding motivation in sport: An experimental test of achievement goal and self determination theories. European Journal of Sport Science, 6(1), 43–51. doi:10.1080/17461390500422879
  • Standage, M., & Treasure, D. C. (2002). Relationship among achievement goal orientations and multidimensional situational motivation in physical education. British Journal of Educational Psychology, 72(1), 87–103. doi:10.1348/000709902158784
  • Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19–31.
  • Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 1–38). Mahwah, NJ: Erlbaum.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.