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Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes

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References

1988A social-cognitive approach to motivation and personality.9,633 cited
1997Self-Rated Health and Mortality: A Review of Twenty-Seven Community Studies8,592 cited
1985An attributional theory of achievement motivation and emotion.7,833 cited
1986Motivational processes affecting learning.6,921 cited
2000The Role of Goal Orientation in Self-Regulated Learning5,169 cited
2000Handbook of Self-Regulation4,438 cited
1995Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning.4,169 cited
1984Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.4,159 cited
2001A 2 × 2 achievement goal framework.3,945 cited
2002Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research3,926 cited
1997A hierarchical model of approach and avoidance achievement motivation.3,713 cited
1993Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)3,640 cited
1997Overall job satisfaction: How good are single-item measures?3,456 cited
1999Approach and avoidance motivation and achievement goals3,100 cited

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1988Goals: An approach to motivation and achievement.3,089 cited

2001Measuring Global Self-Esteem: Construct Validation of a Single-Item Measure and the Rosenberg Self-Esteem Scale3,040 cited

Cited by

2013Schoolwork engagement and burnout among Finnish high school students and young adults: Profiles, progressions, and educational outcomes.301 cited
2011Do performance goals promote learning? A pattern analysis of Singapore students’ achievement goals254 cited
2016Performance-approach goal effects depend on how they are defined: Meta-analytic evidence from multiple educational outcomes.219 cited
2015Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach205 cited
2010Stability and change in achievement goal orientations: A person-centered approach202 cited
2021The impact of COVID-19 triggered changes to instruction and assessment on university students’ self-reported motivation, engagement and perceptions183 cited
2014Motivational and Self‐Regulated Learning Profiles of Students Taking a Foundational Engineering Course171 cited
2013The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success171 cited
2014Is “feeling good” good enough? Differentiating discrete positive emotions at work143 cited
20112 × 2 Achievement goals and achievement emotions: a cluster analysis of students' motivation142 cited
2014Patterns of boredom and its relationship with perceived autonomy support and engagement136 cited
2012A person-centered investigation of academic motivation and its correlates in high school128 cited
2015Achievement goals, emotions, learning, and performance: A process model.127 cited
2014Examining boredom: Different causes for different coping profiles125 cited
2010Motivational and sportspersonship profiles of elite athletes in relation to doping behavior113 cited
2020Motivation across a transition: Changes in achievement goal orientations and academic well-being from elementary to secondary school112 cited