Persistence of Performance‐Approach Individuals in Achievement Situations: An application of the Rasch model

References

• 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
• Atkinson , J. 1964 . An introduction to motivation , Princeton, NJ : Princeton University Press .
   Google Scholar
• Bond , T. and Fox , C. M. 2001 . Applying the Rasch model: Fundamental measurement in the human sciences , Mahwah, NJ : Lawrence Erlbaum Publishers .
   Google Scholar
• Brophy , J. 2005 . Goal theorists should move on from performance goals . Educational Psychologist , 40 : 167 – 176 .
   Web of Science ®Google Scholar
• Cohen , J. 1988 . Statistical power analysis for the behavioral sciences , Hillsdale, NJ : Erlbaum .
   Google Scholar
• Cury , F. , Elliot , A. J. , Da Fonseca , D. and Moller , A. C. 2006 . The social‐cognitive model of achievement motivation and the 2×2 achievement goal framework . Journal of Personality and Social Psychology , 90 : 666 – 679 .
   PubMed Web of Science ®Google Scholar
• Douglas , G. A. 1990 . Response patterns and their probabilities . Rasch Measurement Transactions , 3 : 75 – 77 .
   Google Scholar
• Dweck , C. S. 1986 . Motivational processes affecting learning . American Psychologist , 41 : 1040 – 1048 .
   Web of Science ®Google Scholar
• Dweck , C. S. 1999 . Self theories: Their role in motivation, personality, and development , Philadelphia : Psychology Press .
   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
• Dykman , B. M. 1998 . Integrating cognitive and motivational factors in depression: Initial tests of a goal‐orientation approach . Journal of Personality and Social Psychology , 74 : 139 – 158 .
   PubMed Web of Science ®Google Scholar
• Elder , C. , McNamara , T. and Gongdon , P. 2004 . “ Rasch techniques for detecting bias in performance assessments: An example comparing the performance of native and non‐native speakers on a test of academic English ” . In Introduction to Rasch measurement: Theory, models and applications , Edited by: Smith , E. and Smith , R. 419 – 444 . Maple Grove, MN : Journal of Applied Measurement Press .
   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 Covington , M. V. 2001 . Approach and avoidance motivation . Educational Psychology Review , 13 : 73 – 92 .
   Web of Science ®Google Scholar
• Elliot , A. J. and Harackiewicz , J. M. 1996 . Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis . Journal of Personality and Social Psychology , 70 : 461 – 475 .
   Web of Science ®Google Scholar
• Elliot , A. J. and 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 .
   PubMed 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
• Elliot , A. J. , McGregor , J. A. and Gable , S. 1999 . Achievement goals, study strategies, and exam performance: A mediational analysis . Journal of Educational Psychology , 91 : 549 – 563 .
   Web of Science ®Google Scholar
• Elliot , A. J. and Moller , A. 2003 . Performance approach goals: Good or bad forms of regulation? . International Journal of Educational Research , 39 : 339 – 356 .
   Google Scholar
• Grant , H. and Dweck , C. S. 2003 . Clarifying achievement goals and their impact . Journal of Personality and Social Psychology , 85 : 541 – 553 .
   PubMed 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
• Harackiewicz , J. M. , Barron , K. and Elliot , A. J. 1998 . Rethinking achievement goals: When are they adaptive for college students and why? . Educational Psychologist , 33 : 1 – 21 .
   Web of Science ®Google Scholar
• Harackiewicz , J. M. , Barron , K. E. , Pintrich , P. R. , Elliot , A. J. and Thrash , T. M. 2002 . Revision of achievement goal theory: Necessary and illuminating . Journal of Educational Psychology , 94 : 638 – 645 .
   Web of Science ®Google Scholar
• James , W. 1890 . The principles of psychology , New York : Henry Holt .
   Google Scholar
• Kaplan , A. and Middleton , M. J. 2002 . Should childhood be a journey or a race? Response to Harackiewicz et al. (2002) . Journal of Educational Psychology , 94 : 646 – 648 .
   Web of Science ®Google Scholar
• Lee , O. K. 2003 . Rasch simultaneous vertical equating for measuring reading growth . Journal of Applied Measurement , 4 : 10 – 23 .
   PubMedGoogle Scholar
• Linacre , J. M. 1999 . A user's guide and manual to Winsteps , Chicago : MESA Press .
   Google Scholar
• Linacre , J. M. and Wright , B. D. 1994 . Chi‐square fit statistics . Rasch Measurement Transactions , 8 : 360 – 361 .
   Google Scholar
• Linnenbrink , E. A. 2005 . The dilemma of performance‐approach goals: The use of multiple goal contexts to promote students' motivation and learning . Journal of Educational Psychology , 97 : 197 – 213 .
   Web of Science ®Google Scholar
• Ludlow , L. H. and Haley , S. M. 1995 . Rasch model logits: Interpretation, use, and transformation . Educational and Psychological Measurement , 55 : 967 – 975 .
   Web of Science ®Google Scholar
• Ludlow , L. H. , Haley , S. M. and Cans , B. M. 1992 . A hierarchical model of functional performance in rehabilitation medicine: The Tufts assessment of motor performance . Evaluation and the Health Profession , 15 : 59 – 74 .
   Google Scholar
• Martin , A. J. , Marsh , H. W. and Debus , R. L. 2001 . Self‐handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self‐protection perspective . Journal of Educational Psychology , 93 : 87 – 102 .
   Web of Science ®Google Scholar
• McClelland , D. C. 1985 . Human motivation , Cambridge, , UK : Cambridge University Press .
   Google Scholar
• McGregor , H. and Elliot , A. J. 2002 . Achievement goals as predictors of achievement‐relevant processes prior to task engagement . Journal of Educational Psychology , 94 : 381 – 395 .
   Web of Science ®Google Scholar
• Meece , J. L. , Blumenfeld , P. C. and Hoyle , R. H. 1988 . Students' goal orientations and cognitive engagement in classroom activities . Journal of Educational Psychology , 80 : 514 – 523 .
   Web of Science ®Google Scholar
• Midgley , C. , Kaplan , A. and Middleton , M. 2001 . Performance‐approach goals: Good for what, for whom, under what circumstances, and at what cost? . Journal of Educational Psychology , 93 : 77 – 86 .
   Web of Science ®Google Scholar
• Onwuegbuzie , A. , Levin , J. R. and Leach , N. L. 2003 . Do effect sizes measure up? A brief assessment . Learning Disabilities: A Contemporary Journal , 1 : 37 – 40 .
   Google Scholar
• Pintrich , P. R. 2000 . Multiple goals, multiple pathways: The role of goal orientation in learning and achievement . Journal of Educational Psychology , 92 : 554 – 555 .
   Web of Science ®Google Scholar
• Pintrich , P. R. , Anderman , E. M. and Klobucar , C. 1994 . Intraindividual differences in motivation and cognition in students with and without learning disabilities . Journal of Learning Disabilities , 27 : 360 – 370 .
   PubMed Web of Science ®Google Scholar
• Rasch , G. 1980 . Probabilistic models for some intelligence and attainment tests , Chicago : University of Chicago Press .
   Google Scholar
• Rawsthorne , L. J. and Elliot , A. J. 1999 . Achievement goals and intrinsic motivation: A meta‐analytic review . Personality and Social Psychology Review , 3 : 326 – 344 .
   PubMedGoogle Scholar
• Sideridis , G. D. 2003 . On the origins of helpless behavior of students with learning disabilities: Avoidance motivation? . International Journal of Educational Research , 39 : 497 – 517 .
   Google Scholar
• Sideridis , G. D. 2005a . “ Goal orientation, classroom goal structures, academic achievement, and regulation in learning disabilities ” . In Research to practice: Effective interventions in learning disabilities , Edited by: Sideridis , G. D. and Citro , T. A. 193 – 219 . Boston, MA : Learning Disabilities Worldwide .
   Google Scholar
• Sideridis , G. D. 2005b . Goal orientations, academic achievement, and depression: Evidence in favor of revised goal theory . Journal of Educational Psychology , 97 : 366 – 375 .
   Web of Science ®Google Scholar
• Sideridis , G. D. 2006 . Understanding low achievement and depression in children with learning disabilities: A goal orientation approach . International Review of Research in Mental Retardation , 31 : 163 – 203 .
   Google Scholar
• Sit , H. C. and Lindner , K. J. 2005 . Motivational orientations in youth sport participation: Using achievement goal theory and reversal theory . Personality and Individual Differences , 38 : 605 – 618 .
   Web of Science ®Google Scholar
• Smith , E. V. and Smith , R. M. 2004 . Introduction to Rasch measurement: Theory, models, and applications , Maple Grove, MN : Journal of Applied Measurement Press .
   Google Scholar
• Tan , J. A. and Hall , R. J. 2005 . The effects of social desirability bias on applied measures of goal orientation . Personality and Individual Differences , 38 : 1891 – 1902 .
   Web of Science ®Google Scholar
• Thompson , B. 1996 . AERA editorial policies regarding statistical significance testing . Educational Researcher , 25 : 26 – 30 .
   Google Scholar
• Urdan , T. C. 2004 . Using multiple methods to assess students' perceptions of classroom goal structures . European Psychologist , 9 : 222 – 231 .
   Web of Science ®Google Scholar
• Wang , W. and Chen , H. 2004 . The standardized mean difference within the framework of item response theory . Educational and Psychological Measurement , 64 : 201 – 223 .
   Google Scholar
• Wilkinson , L. and The APA Task Force on Statistical Inference . 1999 . Statistical methods in psychology journals: Guidelines and explanations . American Psychologist , 54 : 594 – 604 .
   Web of Science ®Google Scholar
• Wright , B. D. 1988 . Some comments about guessing . Rasch Measurement Transactions , 1 : 9
   Google Scholar
• Wright , B. D. 1993 . “Logits” . Rasch Measurement Transactions , 7 : 288
   Google Scholar
• Wright , B. D. and Masters , G. N. 1982 . Rating scale analysis , Chicago : MESA Press .
   Google Scholar
• Wright , B. D. and Stone , M. H. 1979 . Best test design , Chicago : MESA Press .
   Google Scholar