Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-745bb68f8f-d8cs5 Total loading time: 0 Render date: 2025-01-12T11:00:04.377Z Has data issue: false hasContentIssue false

23 - Achievement Goal Orientations

A Person-Oriented Approach

from Part V - Goals and Values

Published online by Cambridge University Press:  15 February 2019

K. Ann Renninger  and
Suzanne E. Hidi
By
Markku Niemivirta ,
Antti-Tuomas Pulkka ,
Anna Tapola  and
Heta Tuominen
K. Ann Renninger
Affiliation:
Swarthmore College, Pennsylvania
Suzanne E. Hidi
Affiliation:
University of Toronto
Get access

Summary

In this chapter, we describe the principles of a person-oriented approach to studying individual differences (and similarities), and how it can be applied to the study of students’ achievement goal orientations. First, we briefly illustrate the approach, which provides a way of looking at the relative emphasis of different achievement goal orientations, thereby explicitly addressing the issue of multiple goals and their associations with important outcomes. Second, we give a comprehensive review of studies that have applied such an approach to investigating students’ achievement goals. The diversity in conceptualizations, methods, and study samples in the studies complicates the interpretation of the findings, but some generalizations can nevertheless be made. Based on the review, we conclude that students with qualitatively different achievement goal orientation profiles can clearly be identified, and that the extracted profiles are rather similar across studies. Further, it seems that such profiles are relatively stable over time and meaningfully associated with learning and various educational outcomes (e.g., academic achievement, self-perceptions, well-being, task-related motivation, and performance). The review also contributes to the debate concerning the advantages of endorsing different goals. Finally, we raise some methodological concerns, discuss implications for learning, and provide suggestions for future research.

Type
Chapter
Information
The Cambridge Handbook of Motivation and Learning , pp. 566 - 616
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ablard, K. E. & Lipschultz, R. E. (1998). Self-regulated learning in high-achieving students: Relations to advanced reasoning, achievement goals, and gender. Journal of Educational Psychology, 90, 94–101. doi: 10.1037/0022-0663.90.1.94Google Scholar
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–71. doi: 10.1037/0022-0663.84.3.261Google Scholar
Ames, C. & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260–7. doi: 10.1037//0022-0663.80.3.260Google Scholar
Bembenutty, H. (1999). Sustaining motivation and academic goals: The role of academic delay of gratification. Learning and Individual Differences, 11(3), 233–57. doi: 10.1016/S1041-6080(99)80002-8Google Scholar
Bembenutty, H. (2012). Latent class analysis of teacher candidates’ goal orientation, perception of classroom structure, motivation, and self-regulation. Psychology Journal, 9(3), 97–106.Google Scholar
Berger, J. (2012). Uncovering vocational students’ multiple goal profiles in the learning of professional mathematics: Differences in learning strategies, motivational beliefs, and cognitive abilities. Educational Psychology, 32(4), 405–25. doi: 10.1080/01443410.2012.674663CrossRefGoogle Scholar
Bergman, L. R. & Magnusson, D. (1997). A person-oriented approach in research on developmental psychopathology. Development and Psychopathology, 9(2), 291–319.Google Scholar
Bergman, L. R. & Trost, K. (2006). The person-oriented versus the variable-oriented approach: Are they complementary, opposites, or exploring different worlds? Merrill-Palmer Quarterly, 52, 601–32.Google Scholar
Boekaerts, M. & Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. In Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.), Handbook of self-regulation (pp. 417–50). San Diego, CA: Academic Press.Google Scholar
Bong, M. (2009). Age-related differences in achievement goal differentiation. Journal of Educational Psychology, 101, 879–96. doi: 10.1037/a0015945CrossRefGoogle Scholar
Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation on self-regulation and performance among college students. British Journal of Educational Psychology, 65(3), 317–29.Google Scholar
Bouffard, T., Vezeau, C., & Bordeleau, L. (1998). A developmental study of the relation between combined learning and performance goals and students' self-regulated learning. British Journal of Educational Psychology, 68(3), 309–19.CrossRefGoogle ScholarPubMed
Brdar, I., Rijavec, M., & Loncaric, D. (2006). Goal orientations, coping with school failure and school achievement. European Journal of Psychology of Education, 21(1), 53–70. doi: 10.1007/BF03173569Google Scholar
Cano, F. & Berben, A. B. G. (2009). University students’ achievement goals and approaches to learning in mathematics. British Journal of Educational Psychology, 79(1), 131–53. doi: 10.1348/000709908X314928Google Scholar
Conley, A. M. (2012). Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives. Journal of Educational Psychology, 104(1), 32–47. doi: 10.1037/a0026042Google Scholar
Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33(4), 584–608. doi: 10.1016/j.cedpsych.2007.08.002CrossRefGoogle Scholar
Dela Rosa, E. D. & Bernardo, A. B. I. (2013). Testing multiple goals theory in an Asian context: Filipino university students’ motivation and academic achievement. International Journal of School & Educational Psychology, 1(1), 47–57. doi: 10.1080/21683603.2013.782594Google Scholar
Dina, F. & Efklides, A. (2009). Student profiles of achievement goals, goal instructions and external feedback: Their effect on mathematical task performance and affect. European Journal of Education and Psychology, 2, 235–62.Google Scholar
Dowson, M. & McInerney, D. M. (2001). Psychological parameters of students’ social and work avoidance goals: A qualitative investigation. Journal of Educational Psychology, 93, 35–42. doi: 10.1037/0022-0663.93.1.35Google Scholar
Dull, R. B., Schleifer, L. L. F., & McMillan, J. J. (2015). Achievement goal theory: The relationship of accounting students’ goal orientations with self-efficacy, anxiety, and achievement. Accounting Education, 24(2), 152–74. doi: 10.1080/ 09639284.2015.1036892Google Scholar
Duncan, T. G. & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40, 117–28.Google Scholar
Dweck, C. S. (1992). The study of goals in psychology. Psychological Science, 3, 165–7.Google Scholar
Dweck, C. S. (1996). Capturing the dynamic nature of personality. Journal of Research in Personality, 30, 348–62. doi: 10.1006/jrpe.1996.0024Google Scholar
Dweck, C. S. & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–73. doi: 10.1037/0033-295X.95.2.256Google Scholar
Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J., & Midgley, C. (1983). Expectancies, values and academic behaviors. In Spence, J. T. (Ed.), Achievement and achievement motives (pp. 75–146). San Francisco, CA: W. H. Freeman.Google Scholar
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–89. doi: 10.1207/s15326985ep3403_3CrossRefGoogle Scholar
Elliot, A. J. & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–32. doi: 10.1037/0022-3514.72.1.218CrossRefGoogle Scholar
Elliot, A. J. & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461–75. doi: 10.1037/0022-3514.70.3.461Google Scholar
Elliot, A. J. & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–19. doi: 10.1037/0022-3514.80.3.501Google Scholar
Elliot, A. J. & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613–28. doi: 10.1037/0022-0663.100.3.613Google Scholar
Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103, 632–48. doi: 10.1037/a0023952Google Scholar
Elliot, A. J. & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13, 139–56. doi: 1009057102306Google Scholar
Flanagan, M. J., Putwain, D. W., & Caltabiano, M. L. (2015). The relationship between goal setting and students’ experience of academic test anxiety. International Journal of School & Educational Psychology, 3(3), 189–201. doi: 10.1080/21683603.2015.1060910Google Scholar
Fortunato, V. J. & Goldblatt, A. M. (2006). An examination of goal orientation profiles using cluster analysis and their relationships with dispositional characteristics and motivational response patterns. Journal of Applied Social Psychology, 36(9), 2150–83. doi: 10.1111/j.0021-9029.2006.00099.xGoogle Scholar
Gonçalves, T., Niemivirta, M., & Lemos, M. S. (2017). Identification of students’ multiple achievement and social goal profiles and analysis of their stability and adaptability. Learning and Individual Differences, 54, 149–59. doi: 10.1016/j.lindif.2017.01.019Google Scholar
Grant, H. & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541–53. doi: 10.1037/0022-3514.85.3.541CrossRefGoogle ScholarPubMed
Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462–82. doi: 10.1016/j.cedpsych.2004.01.006Google Scholar
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), 1284–95. doi: 10.1037/0022-3514.73.6.1284Google Scholar
Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638–45. doi: 10.1037/0022-0663.94.3.638Google Scholar
Hayamizu, T. & Weiner, B. (1991). A test of Dweck's model of achievement goals as related to perceptions of ability. Journal of Experimental Education, 59, 226–34.CrossRefGoogle Scholar
Haydel, A. M. & Roeser, R. W. (2002). On motivation, ability, and the perceived situation in science test performance: A person-centered approach with high school students. Educational Assessment, 8(2), 163–89. doi: 10.1207/S15326977EA0802_05CrossRefGoogle Scholar
Inglés, C. J., Martínez-Monteagudo, M. C., García-Fernández, J. M., Valle, A., Núñez, J. C., Delgado, B., & Torregrosa, M. S. (2015). Motivational profiles Spanish students of compulsory secondary education: Differential analysis of academic self-attributions. Anales De Psicología, 31(2), 579–88. doi: 10.6018/analesps.31.2.173281Google Scholar
Jang, L. Y. & Liu, W. C. (2012). 2 × 2 achievement goals and achievement emotions: A cluster analysis of students’ motivation. European Journal of Psychology of Education, 27(1), 59–76. doi: 10.1007/s10212-011-0066-5Google Scholar
Jansen in de Wal, J., Hornstra, L., Prins, F. J., Peetsma, T., & Van der Veen, I. (2016). The prevalence, development and domain specificity of elementary school students’ achievement goal profiles. Educational Psychology, 36(7), 1303–22. doi: 10.1080/01443410.2015.1035698Google Scholar
Kaplan, A. & Middleton, M. (2002). Should childhood be a journey or a race? Response to Harackiewicz et al. (2002). Journal of Educational Psychology, 94, 646–8. doi: 10.1037/0022-0663.94.3.646Google Scholar
Kaplan, A. & Midgley, C. (1997). The effect of achievement goals: Does level of perceived academic-competence make a difference? Contemporary Educational Psychology, 22, 415–35. doi: 10.1006/ceps.1997.0943Google Scholar
Kolić-Vehovec, S., Rončević, B., & Bajšanski, I. (2008). Motivational components of self-regulated learning and reading strategy use in university students: The role of goal orientation patterns. Learning and Individual Differences, 18(1), 108–13. doi: 10.1016/j.lindif.2007.07.005Google Scholar
Köller, O. & Baumert, J. (1998). Ein Deutsches Instrument zur Erfassung von Zielorientierungen bei Schülerinnen und Schülern [A German instrument for assessing students’ goal orientations]. Diagnostica, 44, 173–81.Google Scholar
Korpershoek, H., Kuyper, H., & van der Werf, G. (2015). Differences in students’ school motivation: A latent class modelling approach. Social Psychology of Education, 18(1), 137–63. doi: 10.1007/s11218-014-9274-6Google Scholar
Koul, R., Clariana, R. B., Jitgarun, K., & Songsriwittaya, A. (2009). The influence of achievement goal orientation on plagiarism. Learning and Individual Differences, 19(4), 506–12. doi: 10.1016/j.lindif.2009.05.005Google Scholar
Koul, R., Roy, L., & Lerdpornkulrat, T. (2012). Motivational goal orientation, perceptions of biology and physics classroom learning environments, and gender. Learning Environments Research, 15(2), 217–29. doi: 10.1007/s10984-012-9111-9Google Scholar
Lau, K. & Lee, J. (2008). Examining Hong Kong students’ achievement goals and their relations with students’ perceived classroom environment and strategy use. Educational Psychology, 28(4), 357–72. doi: 10.1080/01443410701612008Google Scholar
Lau, S. & Roeser, R. W. (2008). Cognitive abilities and motivational processes in science achievement and engagement: A person-centered analysis. Learning and Individual Differences, 18(4), 497–504. doi: 10.1016/j.lindif.2007.11.002Google Scholar
Laursen, B. & Hoff, E. (2006). Person-centered and variable-centered approaches to longitudinal data. Merrill-Palmer Quarterly, 52(3), 377–89.Google Scholar
Lee, Y.-K., Wormington, S. V., Linnenbrink-Garcia, L., & Roseth, C. J. (2017). A short-term longitudinal study of stability and change in achievement goal profiles. Learning and Individual Differences, 55, 49–60. doi: 10.1016/j.lindif.2017.02.002Google Scholar
Lemos, M. S. (1996). Students’ and teachers’ goals in the classroom. Learning and Instruction, 6(2), 151–71.Google Scholar
Lethwaite, R. & Piparo, A. J. (1993). Goal orientations in young competitive athletes: Physical achievement, social-relational, and experiential concerns. Journal of Research in Personality, 27, 103–17.Google Scholar
Levy-Tossman, I., Kaplan, A., & Assor, A. (2007). Academic goal orientations, multiple goal profiles, and friendship intimacy among early adolescents. Contemporary Educational Psychology, 32(2), 231–52. doi: 10.1016/j.cedpsych.2006.06.001Google Scholar
Litalien, D., Morin, A. J., & McInerney, D. M. (2017). Achievement goal profiles among adolescent males and females. Developmental Psychology, 53(4), 731–751. doi: 10.1037/dev0000288Google Scholar
Liu, W. C., Wang, C. K. J., Tan, O. S., Ee, J., & Koh, C. (2009). Understanding students’ motivation in project work: A 2 × 2 achievement goal approach. British Journal of Educational Psychology, 79(1), 87–106. doi: 10.1348/000709908X313767Google Scholar
Luo, W., Paris, S. G., Hogan, D., & Luo, Z. (2011). Do performance goals promote learning? A pattern analysis of Singapore students’ achievement goals. Contemporary Educational Psychology, 36(2), 165–76. doi: 10.1016/j.cedpsych.2011.02.003Google Scholar
Magnusson, D. (1988). Individual development from interactional perspective. Hillsdale, NJ: Erlbaum.Google Scholar
McInerney, D. M. & Ali, J. (2006). Multidimensional and hierarchical assessment of school motivation: Cross-cultural validation. Educational Psychology, 26, 717–34. doi: 10.1080/01443410500342559Google Scholar
Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514–23. doi: 10.1037/0022-0663.80.4.514Google Scholar
Meece, J. L. & Holt, K. (1993). A pattern analysis of students’ achievement goals. Journal of Educational Psychology, 85(4), 582–90. doi: 10.1037/0022-0663.85.4.582CrossRefGoogle Scholar
Middleton, M. J. & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710–18. doi: 10.1037/0022-0663.89.4.710Google Scholar
Midgley, C., Kaplan, A., Middleton, M. J., Maehr, M. L., Urdan, T., Anderman, L. H., ... Roeser, R. (1998). The development and validation of scales assessing students’ achievement goal orientations. Contemporary Educational Psychology, 23, 113–31. doi: 10.1006/ceps.1998.0965Google Scholar
Midgley, C. & Maehr, M. L. (1991). Patterns of adaptive learning survey. Ann Arbor, MI: University of Michigan.Google Scholar
Midgley, C., Maehr, M. L., Hicks, L., Roeser, R. W., Urdan, T. U., Anderman, E., & Kaplan, A. (1995). Patterns of adaptive learning survey (PALS) Manual. Ann Arbor, MI: University of Michigan.Google Scholar
Midgley, C., Maehr, M. L., Hicks, L., Roeser, R. W., Urdan, T. U., Anderman, E., Kaplan, A., Arunkumar, R., & Middleton, M. (1997). Patterns of adaptive learning survey (PALS). Ann Arbor, MI: University of Michigan.Google Scholar
Midgley, C., Maehr, M. L., Hruda, L., Anderman, E. M., Anderman, L., Freeman, K. E., Gheen, M., Kaplan, A., Kumar, R., Middleton, M. J., Nelson, J., Roeser, R., & Urdan, T. (2000). Manual for the Patterns of Adaptive Learning Scales (PALS). Ann Arbor: University of Michigan.Google Scholar
Ng, C. C. (2006). The role of achievement goals in completing a course assignment: Examining the effects of performance-approach and multiple goals. Open Learning, 21(1), 33–48. doi: 10.1080/02680510500472189CrossRefGoogle Scholar
Ng, C. C. (2008). Multiple-goal learners and their differential patterns of learning. Educational Psychology, 28(4), 439–56. doi: 10.1080/01443410701739470Google Scholar
Ng, C. C. (2009). Profiling learners’ achievement goals when completing academic essays. Educational Psychology, 29(3), 279–95. doi: 10.1080/01443410902797988Google Scholar
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328–46.Google Scholar
Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.Google Scholar
Nicholls, J. G., Patashnick, M., & Nolen, S. (1985). Adolescents’ theories of education. Journal of Educational Psychology, 77, 683–92. doi: 10.1037/ 0022-0663.77.6.683Google Scholar
Niemivirta, M. (1996). Intentional and adaptive learning modes – The self at stake. Paper presented at the 2nd European Conference on Educational Research, Sevilla, Spain.Google Scholar
Niemivirta, M. (1998). Individual differences in motivational and cognitive factors affecting self-regulated learning: A pattern-oriented approach. In Nenniger, P., Jäger, R. S., Frey, A., & Wosnitza, M. (Eds.), Advances in motivation (pp. 23–42). Landau: Verlag Empirische Pädagogik.Google Scholar
Niemivirta, M. (1999). The self at work: Generalized and task-specific self-appraisals in motivation and performance. Paper presented at the 8th European Conference for Research on Learning and Instruction, Gothenburg, Sweden.Google Scholar
Niemivirta, M. (2002a). Individual differences and developmental trends in motivation: Integrating person-centered and variable-centered methods. In Pintrich, P. R. & Maehr, M. L. (Eds.), Advances in motivation and achievement (Vol. 12, pp. 241–75). Amsterdam: JAI Press.Google Scholar
Niemivirta, M. (2002b). Motivation and performance in context: The influence of goal orientations and instructional setting on situational appraisals and task performance. Psychologia, 45(4), 250–70. doi: 10.2117/psysoc.2002.250Google Scholar
Niemivirta, M. (2004). Habits of mind and academic endeavors: The correlates and consequences of achievement goal orientations. Helsinki, Finland: Helsinki University Press.Google Scholar
Niemivirta, M., Pulkka, A.-T., Tapola, A., & Tuominen-Soini, H. (2013). Tavoiteorientaatioprofiilit ja niiden yhteys tilannekohtaiseen motivaatioon ja päättelytehtävässä suoriutumiseen [Achievement goal orientation profiles and their relations to task-specific motivation and performance]. Kasvatus [The Finnish Journal of Education], 44(5), 533–47.Google Scholar
Niemivirta, M., Rijavec, M., & Yamauchi, H. (2001). Goal orientations and action-control beliefs: A cross-cultural comparison among Croatian, Finnish, and Japanese students. In Efklides, A., Kuhl, J., & Sorrentino, R. M. (Eds.), [Trends and prospects in motivation research] (pp. 163–83). Dordrecht: Kluwer.Google Scholar
Núñez, J. C., González-Pienda, J. A., González-Pumariega, S., García, M., & Roces, C. (1997). Cuestionario para la Evaluación de Metas Académicas [Evaluation of Academic Goals Questionnaire]. Oviedo: Departamento de Psicología. Universidad de Oviedo.Google Scholar
Núñez, J. C., González-Pienda, J. A., Rodríguez, C., Valle, A., Gonzalez-Cabanach, R., & Rosário, P. (2011). Multiple goals perspective in adolescent students with learning difficulties. Learning Disability Quarterly, 34(4), 273–86. doi: 10.1177/0731948711421763Google Scholar
Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling, 14, 535–69. doi: 10.1080/10705510701575396Google Scholar
Pastor, D. A., Barron, K. E., Miller, B. J., & Davis, S. L. (2007). A latent profile analysis of college students’ achievement goal orientation. Contemporary Educational Psychology, 32(1), 8–47. doi: 10.1016/j.cedpsych.2006.10.003Google Scholar
Peixoto, F., Monteiro, V., Mata, L., Sanches, C., Pipa, J., & Almeida, L. S. (2016). “To be or not to be retained … that's the question!” Retention, self-esteem, self-concept, achievement goals, and grades. Frontiers in Psychology, 7: 1550. doi: 10.3389/fpsyg.2016.01550CrossRefGoogle ScholarPubMed
Pintrich, P. R. & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40. doi: 10.1037//0022-0663.82.1.33Google Scholar
Pintrich, P. R. & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In Maehr, M. L., & Pintrich, P. R. (Eds.), Advances in motivation and achievement, (Vol. 7, pp. 371–402). Greenwich: 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(3), 544–55. doi: 10.1037/0022-0663.92.3.544Google Scholar
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–13.Google Scholar
Pipa, J., Peixoto, F., Mata, L., Monteiro, V., & Sanches, C. (2016). The goal orientations scale (GOS): Validation for Portuguese students. European Journal of Developmental Psychology, 14, 477–88. doi: 10.1080/17405629. 2016.1216835Google Scholar
Pulkka, A.-T. & Niemivirta, M. (2013a). Adult students’ achievement goal orientations and evaluations of the learning environment: A person-centred longitudinal analysis. Educational Research and Evaluation, 19(4), 297–322. doi: 10.1080/13803611.2013.767741Google Scholar
Pulkka, A.-T. & Niemivirta, M. (2013b). In the eye of the beholder: Do adult students’ achievement goal orientation profiles predict their perceptions of instruction and studying? Studies in Educational Evaluation, 39(3), 133–43. doi: 10.1016/j.stueduc.2013.06.002Google Scholar
Pulkka, A.-T. & Niemivirta, M. (2015). The relationships between adult students’ achievement goal orientations, self-defined course goals, course evaluations, and performance. Journal for Educational Research Online, 7(3), 28–53.Google Scholar
Regueiro, B., Núñez, J. C., Valle, A., Piñeiro, I., Rodríguez, S., & Rosário, P. (2016). Motivational profiles in high school students: Differences in behavioural and emotional homework engagement and academic achievement. International Journal of Psychology. doi: 10.1002/ijop.12399Google Scholar
Rice, K. G. & Slaney, R. B. (2002). Clusters of perfectionists: Two studies of emotional adjustment and academic achievement. Measurement and Evaluation in Counseling and Development, 35, 35–48.Google Scholar
Rijavec, M. & Brdar, I. (2002). Coping with school failure and self-regulated learning. European Journal of Psychology of Education, 17, 177–94.Google Scholar
Roeser, R. W., Strobel, K. R., & Quihuis, G. (2002). Studying early adolescents’ academic motivation, social-emotional functioning, and engagement in learning: Variable- and person-centered approaches. Anxiety, Stress & Coping, 15(4), 345–68. doi: 10.1080/1061580021000056519Google Scholar
Ryan, A. & Shim, S. S. (2008). An exploration of young adolescents’ social achievement goals and social adjustment in middle school. Journal of Educational Psychology, 100, 672–87. doi: 10.1037/0022-0663.100.3.672CrossRefGoogle Scholar
Schwinger, M., Steinmayr, R., & Spinath, B. (2016). Achievement goal profiles in elementary school: Antecedents, consequences, and longitudinal trajectories. Contemporary Educational Psychology, 46, 164–79. doi: 10.1016/j.cedpsych.2016.05.006Google Scholar
Schwinger, M. & Wild, E. (2006). Die Entwicklung von Zielorientierungen im Fach Mathematik von der 3. bis 5. Jahrgangsstufe [The development of goal orientations in mathematics from 3rd to 5th grade]. Zeitschrift für Pädagogische Psychologie, 20, 269–78.Google Scholar
Schwinger, M. & Wild, E. (2012). Prevalence, stability, and functionality of achievement goal profiles in mathematics from third to seventh grade. Contemporary Educational Psychology, 37(1), 1–13. doi: 10.1016/j.cedpsych.2011.08.001Google Scholar
Seegers, G., van Putten, C. M., & de Brabander, C. J. (2002). Goal orientation, perceived task outcome and task demands in mathematics tasks: Effects on students’ attitude in actual task settings. British Journal of Educational Psychology, 72, 365–84. doi: 10.1348/000709902320634366Google Scholar
Seifert, T. L. (1995). Characteristics of ego- and task-oriented students: A comparison of two methodologies. British Journal of Educational Psychology, 65, 125–38. doi: 10.1111/j.2044-8279.1995.tb01136.xGoogle Scholar
Senko, C., Hama, H., & Belmonte, K. (2013). Achievement goals, study strategies, and achievement: A test of the “learning agenda” framework. Learning and Individual Differences, 24, 1–10. doi: 10.1016/j.lindif.2012.11.003Google Scholar
Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26–47. doi: 10.1080/00461520.2011.538646Google Scholar
Shih, S. (2005). Taiwanese sixth graders’ achievement goals and their motivation, strategy use, and grades: An examination of the multiple goal perspective. Elementary School Journal, 106(1), 39–58.Google Scholar
Shim, S. S. & Finch, W. H. (2014). Academic and social achievement goals and early adolescents’ adjustment: A latent class approach. Learning and Individual Differences, 30(1), 98–105. doi: 10.1016/j.lindif.2013.10.015Google Scholar
Sideridis, G. D. & Kaplan, A. (2011). Achievement goals and persistence across tasks: The roles of failure and success. Journal of Experimental Education, 79(4), 429–51. doi: 10.1080/00220973.2010.539634Google Scholar
Sideridis, G. D. & Tsorbatzoudis, C. (2003). Intra-group motivational analysis of students with learning disabilities: A goal orientation approach. Learning Disabilities: A Contemporary Journal, 1(1), 8–19.Google Scholar
Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71–81. doi: 10.1037/0022-0663.89.1.71Google Scholar
Smith, L. & Sinclair, K. E. (2005). Empirical evidence for multiple goals: A gender-based, senior high school student perspective. Australian Journal of Educational and Developmental Psychology, 5, 55–70.Google Scholar
Spinath, B., Stiensmeier-Pelster, J., Schöne, C., & Dickhäuser, O. (2002). Die skalen zur erfassung von lern- und leistungsmotivation (SELLMO) [Scales for the measurement of learning and achievement motivation]. Göttingen: Hogrefe.Google Scholar
Stoeber, J. & Otto, K. (2006). Positive conceptions of perfectionism: Approaches, evidence, challenges. Personality and Social Psychology Review, 10(4), 295–319. doi: 10.1207/s15327957pspr1004_2Google Scholar
Suárez Riveiro, J. M., Cabanach, R. G., & Valle Arias, A. (2001). Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies. British Journal of Educational Psychology, 71(4), 561–72. doi: 10.1348/ 000709901158677Google Scholar
Tanaka, K. (2007). Relations between general goal orientations and task-specific self-appraisals. Japanese Psychological Research, 49(4), 235–47. doi: 10.1111/j.1468-5884.2007.00350.xGoogle Scholar
Tapola, A., Jaakkola, T., & Niemivirta, M. (2014). The influence of achievement goal orientations and task concreteness on situational interest. Journal of Experimental Education, 82(4), 455–79. doi: 10.1080/00220973.2013.813370Google Scholar
Tapola, A. & Niemivirta, M. (2008). The role of achievement goal orientations in students’ perceptions of and preferences for classroom environment. British Journal of Educational Psychology, 78(2), 291–312. doi: 10.1348/000709907X205272Google Scholar
Thorkildsen, T. A., & Nicholls, J. G. (1998). Fifth graders’ achievement orientations and beliefs: Individual and classroom differences. Journal of Educational Psychology, 90, 179–201. doi: 10.1037/0022-0663.90.2.179Google Scholar
Tuominen, H., Niemivirta, M., Lonka, K., & Salmela-Aro, K. (2018). Stability and change in goal orientation profiles across the transition from elementary to secondary school: A latent transition analysis. Manuscript submitted for publication.Google Scholar
Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2008). Achievement goal orientations and subjective well-being: A person-centred analysis. Learning and Instruction, 18(3), 251–66. doi: 10.1016/j.learninstruc.2007.05.003Google Scholar
Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2011). Stability and change in achievement goal orientations: A person-centered approach. Contemporary Educational Psychology, 36(2), 82–100. doi: 10.1016/j.cedpsych.2010.08.002Google Scholar
Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences, 22(3), 290–305. doi: 10.1016/j.lindif.2012.01.002Google Scholar
Turner, J. C., Thorpe, P. K., & Meyer, D. K. (1998). Students’ reports of motivation and negative affect: A theoretical and empirical analysis. Journal of Educational Psychology, 90(4), 758–71. doi: 10.1037/0022-0663.90.4.758Google Scholar
Vallacher, R. R. & Wegner, D. M. (1987). What do people think they're doing? Action identification and human behavior. Psychological Review, 94(1), 3–15.Google Scholar
Valle, A., Cabanach, R. G., Nunez, J. C., Gonzalez-Pienda, J., Rodríguez, S., &Pineiro, I. (2003). Multiple goals, motivation and academic learning. British Journal of Educational Psychology, 73(1), 71–87. doi: 10.1348/000709903762869923Google Scholar
Valle, A., Núñez, J. C., Cabanach, R. G., Rodríguez, S., Rosário, P., & Inglés, C. J. (2015a). Motivational profiles as a combination of academic goals in higher education. Educational Psychology, 35(5), 634–50. doi: 10.1080/01443410.2013.819072Google Scholar
Valle, A., Pan, I., Núñez, J. C., Rodríguez, S., Rosário, P., & Regueiro, B. (2015b). Multiple goals and homework involvement in elementary school students. The Spanish Journal of Psychology, 18, 1–11. doi: 10.1017/sjp.2015.88Google Scholar
van der Veen, I. & Peetsma, T. (2009). The development in self-regulated learning behaviour of first-year students in the lowest level of secondary school in the Netherlands. Learning and Individual Differences, 19(1), 34–46. doi: 10.1016/j.lindif.2008.03.001Google Scholar
VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57, 995–1015.Google Scholar
Veermans, M. & Tapola, A. (2004). Primary school students’ motivational profiles in longitudinal settings. Scandinavian Journal of Educational Research, 48(4), 373–95. doi: 10.1080/0031383042000245780Google Scholar
von Eye, A. (1990). Configural frequency analysis of longitudinal multivariate responses. In von Eye, A. (Ed.), Statistical methods in longitudinal research (pp. 545–70). New York, NY: Academic Press.Google Scholar
von Eye, A. & Bogat, G. A. (2006). Person-oriented and variable-oriented research: Concepts, results, and development. Merrill-Palmer Quarterly, 52, 390–420.Google Scholar
Wentzel, K. R. (1993). Motivation and achievement in early adolescence: The role of multiple classroom goals. Journal of Early Adolescence, 13, 4–20. doi: 10.1177/0272431693013001001Google Scholar
Wigfield, A. & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420–32. doi: 10.1037/0022-0663.89.3.420Google Scholar
Wilson, T. M., Zheng, C., Lemoine, K. A., Martin, C. P., & Tang, Y. (2016). Achievement goals during middle childhood: Individual differences in motivation and social adjustment. The Journal of Experimental Education, 84(4), 723–43. doi: 10.1080/00220973.2015.1094648Google Scholar
Woodrow, L. J. (2006). A model of adaptive language learning. Modern Language Journal, 90(3), 297–319. doi: 10.1111/j.1540-4781.2006.00424.xGoogle Scholar
Wormington, S. V. & Linnenbrink-Garcia, L. (2017). A new look at multiple goal pursuit: The promise of a person-centered approach. Educational Psychology Review, 29, 407–45. doi: 10.1007/s10648-016-9358-2Google 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, 249–83. doi: 10.1016/S1041-6080(97)90009-1Google Scholar
Zhang, Y., Watermann, R., & Daniel, A. (2016). Are multiple goals in elementary students beneficial for their school achievement? A latent class analysis. Learning and Individual Differences, 51, 100–10. doi: 10.1016/j.lindif.2016.08.023Google Scholar
Zhou, M. (2016). University students’ emotion during online search task: A multiple achievement goal perspective. The Journal of Psychology: Interdisciplinary and Applied, 150(5), 576–90. doi: 10.1080/00223980.2016.1143797Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×