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Goals: An approach to motivation and achievement.

Published on Jan 1, 1988in Journal of Personality and Social Psychology5.92
· DOI :10.1037/0022-3514.54.1.5
Elaine S. Elliott1
Estimated H-index: 1
,
Carol S. Dweck76
Estimated H-index: 76
(Harvard University)
Cite
Abstract
Une experience examine le role des objectifs lies a l'apprentissage et a la performance dans la determination des structures de reussite (mesures du choix, performance et verbalisations pendant les difficultes rencontrees)
  • References (28)
  • Citations (2091)
Cite
References28
Newest
Published on Jan 1, 1987
Bernard Weiner65
Estimated H-index: 65
,
Irene Hanson Frieze42
Estimated H-index: 42
+ 3 AuthorsRobert M. Rosenbaum1
Estimated H-index: 1
Published on Jan 1, 1984in Psychological Review6.27
John G. Nicholls19
Estimated H-index: 19
(Purdue University)
Achievement behavior is denned as behavior directed at developing or demonstrating high rather than low ability. It is shown that ability can be conceived in two ways. First, ability can be judged high or low with reference to the individual's own past performance or knowledge. In this context, gains in mastery indicate competence. Second, ability can be judged as capacity relative to that of others. In this context, a gain in mastery alone does not indicate high ability. To demonstrate high cap...
Published on Jan 1, 1982
Heinz Walter Krohne21
Estimated H-index: 21
,
Lothar Laux1
Estimated H-index: 1
Published on Jan 1, 1980in Journal of Personality and Social Psychology5.92
Carol Diener9
Estimated H-index: 9
(UIUC: University of Illinois at Urbana–Champaign),
Carol S. Dweck76
Estimated H-index: 76
Helpless children attribute their failures to lack of ability and view them as insurmountable. Mastery-oriented children, in contrast, tend to emphasize motivational factors and to view failure as surmountable. Although the performance of the two groups is usually identical during success or prior to failure, past research suggests that these groups may well differ in the degree to which they perceive that their successes are replicable and hence that their failures are avoidable. The present st...
Published on Jan 1, 1980in Advances in Experimental Social Psychology6.93
Edward L. Deci105
Estimated H-index: 105
(UR: University of Rochester),
Richard M. Ryan127
Estimated H-index: 127
(UR: University of Rochester)
Publisher Summary The chapter discusses the empirical exploration of intrinsic motivational processes. Intrinsically motivated behaviors, motivated by the underlying need for competence and self-determination, are investigated in a variety of ways at the physiological, psychological, and operational levels. One of the two general approaches; the incongruity theories and the competence and/or self-determination theories generally guides those focused on the psychological level. The chapter presen...
Published on Jan 1, 1978in Journal of Personality and Social Psychology5.92
Carol Diener9
Estimated H-index: 9
,
Carol S. Dweck76
Estimated H-index: 76
University of Illinois at Urbana-Champa ign Helpless children show marked performance decrements under failure, whereas mastery-oriented children often show enhanced performance. Current theories emphasize differences in the nature of the attributions following failure as determinants of response to failure. The present studies explored helpless versus mastery-oriented differences in the nature, timing, and relative frequency of a variety of achievement-r elated cognitions by continuously monito...
Published on Sep 1, 1976in Journal of Research in Personality2.57
John G. Nicholls2
Estimated H-index: 2
(Victoria University of Wellington)
Abstract Evaluative responses to imagined task outcomes were found to depend on the question asked, as well as on perceptions of effort and ability. When university students were asked when they would experience pride or shame, they indicated effort would increase pride over success and reduce shame over failure. On the other hand, when asked what type of person they would like to be they chose high ability regardless of outcome. This modified Weiner's (1972) statement of the relation of causal ...
Cited By2091
Newest
Published on Feb 1, 2020in Learning and Instruction3.92
Anke Heyder4
Estimated H-index: 4
,
Anne F. Weidinger4
Estimated H-index: 4
+ 1 AuthorsRicarda Steinmayr20
Estimated H-index: 20
Abstract Many students find math difficult, but those who are intrinsically motivated learn and do well even when they face obstacles. Here, we examine an environmental factor that might affect students' intrinsic motivation in math: namely, teachers' beliefs about success in math. Do teachers perceive elementary school math as a domain that requires an innate ability, and does this belief relate to students' intrinsic motivation in math? Our study explored these questions in a sample of 830 Ger...
Published on Jan 1, 2020
Jeremy Anderson (Women's College, Kolkata), Heather Bushey (Women's College, Kolkata)+ 1 AuthorsAmanda J. Gould (Women's College, Kolkata)
Published on Jan 1, 2020
Maria V. Arkhipova1
Estimated H-index: 1
,
Ekaterina E. Belova1
Estimated H-index: 1
+ 2 AuthorsTatiana N. Pleskanyuk
Published on Sep 13, 2019in Cornell Hospitality Quarterly2.49
Bing Han (SJTU: Shanghai Jiao Tong University), Liangyan Wang (SJTU: Shanghai Jiao Tong University), Xiang (Robert) Li (TU: Temple University)
Published on Aug 4, 2018
Katharina Benning1
Estimated H-index: 1
(Augsburg College),
Martin Daumiller2
Estimated H-index: 2
(Augsburg College)
+ 3 AuthorsMarkus Dresel14
Estimated H-index: 14
(Augsburg College)
Zielorientierungen von Lehrkraften stellen wesentliche Komponenten ihrer Motivation dar und sind relevant fur ihr Erleben und Verhalten. Zu ihrer Forderung wurde ein Interventionsansatz entwickelt, bei dem auch die Merkmale effektiver Lehrkraftfortbildungen berucksichtigt wurden. Im Sinne einer Doppelstrategie fokussierte er daneben auch direkt motivationsforderliches Unterrichtshandeln (Herstellung einer Lernzielstruktur im Unterricht). An drei Workshop-Tagen wurde Lehrkraften Wissen zu Zielori...
Published on Nov 24, 2017in Journal of Business Ethics3.80
Guda Sridhar2
Estimated H-index: 2
(Indian Institute of Management Kozhikode),
Teidorlang Lyngdoh1
Estimated H-index: 1
(Xavier School)
Ethical selling has been found to have significant influence on sales performance and relational selling behaviors. However, sales ethics was mostly explored through a negative lens (i.e., what is wrong with salesperson) and we depart from this tradition by using a positive lens (i.e., if sales person is in flow, she would be more ethical). Using broaden-and-build theory, this paper examines the influence of flow on ethical selling. The mediating role of information sharing is also examined. Res...
Steve Murphy1
Estimated H-index: 1
(CSU: Charles Sturt University),
Amy MacDonald8
Estimated H-index: 8
(CSU: Charles Sturt University)
+ 1 AuthorsLena Danaia8
Estimated H-index: 8
(CSU: Charles Sturt University)
There are international calls to enhance learner engagement in STEM. Further, there are international concerns about the gender disparity in interest, aspiration, and participation in STEM. These calls recognise the role that learners’ motivation in, and emotional response to, STEM plays in their participation and achievement in STEM education. However, there is a lack of understanding as to what constitutes “engagement” in STEM education. In this article, we adopt an educational psychology-base...
Published on Mar 3, 2019in Journal of Organizational Behavior5.00
Zhou Jiang9
Estimated H-index: 9
(Deakin University),
Xiaowen Hu6
Estimated H-index: 6
(QUT: Queensland University of Technology)
+ 1 AuthorsXuan Jiang2
Estimated H-index: 2
(Yanbian University)
View next paperSelf-theories: Their Role in Motivation, Personality, and Development