Multiple‐goal learners and their differential patterns of learning

References

• Ames , C. 1992 . “ Achievement goals and the classroom motivational climate ” . In Student perceptions in the classroom , Edited by: Schunk , D.H. and Meece , J.L. 327 – 348 . Hillsdale , NJ : Lawrence Erlbaum .
   Google Scholar
• Ames , C. and Archer , J. 1988 . Achievement goals in the classroom: Students' learning strategies and motivational processes . Journal of Educational Psychology , 80 : 260 – 267 .
   Web of Science ®Google Scholar
• Archer , J. 1994 . Achievement goals as measure of motivation in university students . Contemporary Educational Psychology , 19 : 430 – 446 .
   Web of Science ®Google Scholar
• Barron , K.E. and Harackiewicz , J.M. 2000 . “ Achievement goals and optimal motivation: A multiple goals approach ” . In Intrinsic and extrinsic motivation: The search for optimal motivation and performance , Edited by: Sansone , C. and Harackiewicz , J.M. 229 – 254 . New York : Academic Press .
   Google Scholar
• Barron , K.E. and Harackiewicz , J.M. 2001 . Achievement goals and optimal motivation: Testing multiple goal models . Journal of Educational Psychology , 80 : 706 – 722 .
   Web of Science ®Google Scholar
• Biggs , J. 1987 . Student approaches to learning and studying , Melbourne : Australian Council for Educational Research .
   Google Scholar
• Boekaerts , M. 2002 . “ The on‐line motivation questionnaire: A self‐report instrument to assess students' context sensitivity ” . In Advances in motivation and achievement , Edited by: Pintrich , P.R. and Maher , M.L. Vol. 12 , 77 – 120 . Greenwich , CT : JAI Press .
   Google Scholar
• Bouffard , T. , Boisvert , J. , Vezeau , C. and Larouche , C. 1995 . The impact of goal orientation on self‐regulation and performance among college students . British Journal of Educational Psychology , 65 : 317 – 330 .
   Web of Science ®Google Scholar
• Bouffard , T. , Vezeau , C. and Bordeleau , L. 1998 . A developmental study of relation between combined learning and performance goals and students' self‐regulated learning . British Journal of Educational Psychology , 68 : 309 – 319 .
   PubMed Web of Science ®Google Scholar
• Cannon , M.M. , Umble , K.E. , Stechler , A. and Shay , S. 2001 . “We're living what we're learning”: Student perspectives in distance learning degree and certificate programs in public health . Journal of Public Management Practice , 7 : 49 – 59 .
   PubMedGoogle Scholar
• Cochrane , C. 2000 . The reflections of a distance learner 1977–1997 . Open Learning , 15 : 17 – 34 .
   Google Scholar
• Dearnley , C. and Matthew , B. 2000 . A group of nurses' experiences in open learning: Exploring the impact . Open Learning , 15 : 191 – 206 .
   Google Scholar
• Dweck , C.S. 1986 . Motivational processes affecting learning . American Psychologist , 41 : 1040 – 1048 .
   Web of Science ®Google Scholar
• Elliot , A. and Harackiewicz , J. 1996 . Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis . Journal of Personality and Social Psychology , 70 : 968 – 980 .
   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
• Hair , J.F. , Tatham , R.L. , Anderson , R.E. and Black , W. 1998 . Multivariate data analysis , Upper Saddle River , NJ : Prentice Hall .
   Google Scholar
• Harackiewicz , J.M. , Barron , K.E. , Tauer , J.M. , Carter , S.M. and Elliot , A.J. 2000 . Short‐term and long‐term consequences of achievement goals: Predicting interest and performance over time . Journal of Educational Psychology , 92 : 316 – 330 .
   Web of Science ®Google Scholar
• Kaplan , A. and Maehr , M.L. 2007 . The contribution and prospects of goal orientation theory . Educational Psychology Review , 19 : 141 – 184 .
   Web of Science ®Google Scholar
• Kaplan , A. and Midgley , C. 1997 . The effect of achievement goals: Does level of perceived academic competence make a difference? . Contemporary Educational Psychology , 22 : 415 – 435 .
   PubMed Web of Science ®Google Scholar
• Linnenbrink , E.A. and Pintrich , P.R. 2001 . “ Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses ” . In Motivation in learning contexts: Theoretical advances and methodological implications , Edited by: Volet , S. and Jaervelae , S. 251 – 269 . London : Pergamon Press .
   Google Scholar
• Lyall , R. and McNamara , S. 2000 . Influences on the orientations to learning of distance education students in Australia . Open Learning , 15 : 107 – 121 .
   Google Scholar
• Magnusson , D. 1998 . “ The logic and implication of a person‐oriented approach ” . In Methods and models for studying the individual: Essays in honor of Marian Radke‐Yarrow , Edited by: Cairns , R. , Bergman , L. and Kagan , J. 33 – 64 . Thousand Oaks , CA : Sage .
   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
• Meece , J.L. and Holt , K. 1993 . A pattern analysis of students' achievement goals . Journal of Educational Psychology , 85 : 582 – 590 .
   Web of Science ®Google Scholar
• Midgley , C. , Kaplan , A. and Middleton , M. 2001 . Performance‐approach goals: What, for whom, under what circumstances, and at what cost? . Journal of Educational Psychology , 93 : 77 – 86 .
   Web of Science ®Google Scholar
• Miller , C. and Smith , C. 1998 . Professional development by distance education: Does distance lend enhancement? . Cambridge Journal of Education , 28 : 221 – 230 .
   Google Scholar
• Miller , R.B. , Behrens , J.T. , Greene , B.A. and Newman , D. 1993 . Goals and perceived ability: Impact on student valuing, self‐regulation, and persistence . Contemporary Educational Psychology , 18 : 2 – 14 .
   Web of Science ®Google Scholar
• Nolen , S.B. 1988 . Reasons for studying: Motivational orientations and study strategies . Cognition and Instruction , 5 : 269 – 287 .
   Web of Science ®Google Scholar
• Pintrich , P.R. 1989 . “ The dynamic interplay of student motivation and cognition in the college classroom ” . In Advances in motivation and achievement , Edited by: Maehr , M.L. and Pintrich , P.R. Vol. 6 , 117 – 160 . Greenwich , CT : JAI Press .
   Google Scholar
• Pintrich , P.R. 2000 . Multiple goals, multiple pathways: The role of goal orientation in learning and achievement . Journal of Educational Psychology , 92 : 544 – 555 .
   Web of Science ®Google Scholar
• Pintrich , P.R. and De Groot , V. 1990 . Motivational and self‐regulated learning components of classroom academic performance . Journal of Educational Psychology , 82 : 33 – 40 .
   Web of Science ®Google Scholar
• Pintrich , P.R. and Garcia , T. 1991 . “ Student goal orientation and self‐regulation in the college classroom ” . In Advances in motivation and achievement , Edited by: Maehr , M.L. and Pintrich , P.R. Vol. 7 , 371 – 402 . Greenwich , CT : JAI Press .
   Google Scholar
• Pintrich , P.R. , Smith , D.A.F. and Garcia , T. 1993 . Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ) . Educational and Psychological Measurement , 53 : 801 – 813 .
   Web of Science ®Google Scholar
• Richardson , J.T.E. 2007 . Motives, attitudes and approaches to studying in distance education . Higher Education , 54 : 385 – 416 .
   Web of Science ®Google Scholar
• Salili , F. 1997 . “ Explaining Chinese students' motivation and achievement: A sociocultural analysis ” . In Advances in motivation and achievement , Edited by: Maehr , M.L. and Pintrich , P.R. Vol. 9 , 73 – 118 . Greenwich , CT : JAI Press .
   Google Scholar
• Seifert , T.L. 1995 . Characteristics of ego‐ and task‐oriented students: A comparison of two methodologies . British Journal of Educational Psychology , 65 : 125 – 138 .
   PubMed Web of Science ®Google Scholar
• Skaalvik , E. 1997 . Self‐enhancing and self‐defeating ego orientation: Relations with task avoidance orientation, achievement, self‐perceptions, and anxiety . Journal of Educational Psychology , 89 : 71 – 81 .
   Web of Science ®Google Scholar
• Suárez Riveiro , J.M. , Cabanach , R.G. and Valle , A. 2001 . Multiple‐goal pursuit and its relation to cognitive, self‐regulatory, and motivational strategies . British Journal of Educational Psychology , 71 : 561 – 572 .
   PubMed Web of Science ®Google Scholar
• Tabachnick , B.G. and Fidell , L.S. 1996 . Using multivariate statistics , New York : Harper Collins College Publisher .
   Google Scholar
• Valle , A. , Cabanach , R.G. , Núñez , J C. , González‐Pienda , J. , Rodríguez , S. and Piñeiro , I. 2003 . Multiple goals, motivation and academic learning . British Journal of Educational Psychology , 73 : 71 – 87 .
   PubMed Web of Science ®Google Scholar
• von Prummer , C. 1990 . Study motivation of distance students: A report on some results from a survey done at the FernUniverstat in 1987/88 . Research in Distance Education , 2 (2) : 2 – 6 .
   Google Scholar
• Wilson , V. and Bagley , L. 1999 . Learning at a distance: The case of the community pharmacist . International Journal of Lifelong Education , 18 : 355 – 369 .
   Google Scholar
• Young , A.J. 1997 . I think, therefore I'm motivated: The relations among cognitive strategy use, motivational orientation and classroom perceptions over time . Learning and Individual Differences , 9 : 249 – 283 .
   Web of Science ®Google Scholar
• Yu , A.B. 1996 . “ Ultimate life concerns, self, and Chinese achievement motivation ” . In The handbook of Chinese psychology , Edited by: Bond , M.H. 227 – 246 . New York : Oxford University Press .
   Google Scholar