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The Development and Validation of Scales Assessing Students' Achievement Goal Orientations

https://doi.org/10.1006/ceps.1998.0965
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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Motivation and studying in high school science
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Motivation and strategy use in science: Individual differences and classroom effects
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Goals and Perceived Ability: Impact on Student Valuing, Self-Regulation, and Persistence
inferredcites →https://doi.org/10.1006/ceps.1996.0926openalex-snapshot
Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools
inferredcites →https://doi.org/10.1006/ceps.1997.0930openalex-snapshot
Examining the Relations among Early Adolescent Students’ Goals and Friends’ Orientation toward Effort and Achievement in School
inferredcites →https://doi.org/10.1006/ceps.1997.0943openalex-snapshot
The Effect of Achievement Goals: Does Level of Perceived Academic Competence Make a Difference?
inferredcites →https://doi.org/10.1006/ceps.1999.0993openalex-snapshot
Achievement Goals and Student Well-Being
inferredcites →https://doi.org/10.1016/1041-6080(89)90010-1openalex-snapshot
Individual differences in academic motivation: Perceived ability, goals, beliefs, and values
inferredcites →https://doi.org/10.1016/s1041-6080(96)90015-1openalex-snapshot
The relation between goal orientation and students' motivational beliefs and self-regulated learning
inferredcites →https://doi.org/10.1037//0022-0663.77.6.683openalex-snapshot
Adolescents' theories of education.
inferredcites →https://doi.org/10.1037//0022-0663.88.3.423openalex-snapshot
"If I don't do well tomorrow, there's a reason": Predictors of adolescents' use of academic self-handicapping strategies.
inferredcites →https://doi.org/10.1037//0022-0663.89.4.710openalex-snapshot
Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory.
inferredcites →https://doi.org/10.1037//0022-3514.54.1.5openalex-snapshot
Goals: An approach to motivation and achievement.
inferredcites →https://doi.org/10.1037/0022-0663.80.3.260openalex-snapshot
Achievement goals in the classroom: Students' learning strategies and motivation processes.
inferredcites →https://doi.org/10.1037/0022-0663.80.4.514openalex-snapshot
Students' goal orientations and cognitive engagement in classroom activities.
inferredcites →https://doi.org/10.1037/0022-0663.82.4.616openalex-snapshot
History of motivational research in education.
inferredcites →https://doi.org/10.1037/0022-0663.84.3.261openalex-snapshot
Classrooms: Goals, structures, and student motivation.
inferredcites →https://doi.org/10.1037/0022-0663.86.2.193openalex-snapshot
Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.
inferredcites →https://doi.org/10.1037/0022-0663.88.3.408openalex-snapshot
Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging.
inferredcites →https://doi.org/10.1037/0022-0663.89.1.71openalex-snapshot
Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety.
inferredcites →https://doi.org/10.1037/0022-0663.90.1.84openalex-snapshot
Motivation and cheating during early adolescence.
inferredcites →https://doi.org/10.1037/0022-0663.90.3.528openalex-snapshot
Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social-emotional role, and the classroom goal structure.
inferredcites →https://doi.org/10.1037/0022-3514.70.3.461openalex-snapshot
Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis.
inferredcites →https://doi.org/10.1037/0022-3514.72.1.218openalex-snapshot
A hierarchical model of approach and avoidance achievement motivation.
inferredcites →https://doi.org/10.1037/0033-295x.95.2.256openalex-snapshot
A social-cognitive approach to motivation and personality.
inferredcites →https://doi.org/10.1037/t13551-000openalex-snapshot
Goal Orientation Scales
inferredcites →https://doi.org/10.1080/00223980.1995.9914926openalex-snapshot
Academic Goals and Emotions: A Test of Two Models
inferredcites →https://doi.org/10.1080/00401706.1998.10485533openalex-snapshot
LISREL Approaches to Interaction Effects in Multiple Regression
inferredcites →https://doi.org/10.1108/s0749-742320140000018017openalex-snapshot
Advances in Motivation and Achievement
inferredcites →https://doi.org/10.1177/0049124192021002005openalex-snapshot
Alternative Ways of Assessing Model Fit
inferredcites →https://doi.org/10.1177/0272431695015001003openalex-snapshot
Special Issues in Reforming Middle Level Schools
inferredcites →https://doi.org/10.1177/0272431695015001006openalex-snapshot
Differences between Elementary and Middle School Teachers and Students: A Goal Theory Approach
inferredcites →https://doi.org/10.1177/0272431695015004001openalex-snapshot
Predictors of Middle School Students' Use of Self-Handicapping Strategies
inferredcites →https://doi.org/10.1177/0743554898131005openalex-snapshot
Television News in the Classroom
inferredcites →https://doi.org/10.1207/s1532690xci0504_2openalex-snapshot
Reasons for Studying: Motivational Orientations and Study Strategies
inferredcites →https://doi.org/10.2307/1163453openalex-snapshot
The Role of Classroom Goal Structure in Students' Use of Self-Handicapping Strategies
inferredcites →https://doi.org/10.2307/2074955openalex-snapshot
Testing Structural Equation Models.
inferredcites →https://doi.org/10.2307/2087929openalex-snapshot
The Achievement Motive.
inferredcites →https://doi.org/10.2307/2580595openalex-snapshot
Testing Structural Equation Models.
inferredcites →https://doi.org/10.2307/2965614openalex-snapshot
LISREL Approaches to Interaction Effects in Multiple Regression.
inferredcites →https://doi.org/10.2307/2988418openalex-snapshot
Structural Equation Modeling: Concepts, Issues, and Applications.
inferredcites →https://doi.org/10.2307/3151904openalex-snapshot
Structural Equation Modeling: Concepts, Issues, and Applications
inferredcites →https://doi.org/10.2307/749138openalex-snapshot
Assessing Students' Theories of Success in Mathematics: Individual and Classroom Differences
inferredcites →https://doi.org/10.3102/00028312033002359openalex-snapshot
Goal and Self-Evaluative Influences During Children’s Cognitive Skill Learning
inferredcites →https://doi.org/10.5860/choice.27-1049openalex-snapshot
The competitive ethos and democratic education

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Incoming claims: where this work appears in other papers’ reference lists and arguments.

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Clarifying mastery-avoidance goals in high school: Distinguishing between intrapersonal and task-based standards of competence
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2013.01.001openalex-snapshot
The interaction between social goals and self-construal on achievement motivation
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2013.06.003openalex-snapshot
Getting to know my teacher: Does the relation between perceived mastery goal structures and perceived teacher support change across the school year?
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2013.09.002openalex-snapshot
Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2018.09.007openalex-snapshot
Fostering grit: Perceived school goal-structure predicts growth in grit and grades
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2021.101999openalex-snapshot
Comparison of motivational latent profiles using the PALS and AGQ-R
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2022.102081openalex-snapshot
Classroom environment predicts changes in expressed intellectual humility
inferred← citeshttps://doi.org/10.1016/j.chb.2010.09.003openalex-snapshot
The influence of achievement goals and perceptions of online help on its actual use in an interactive learning environment
inferred← citeshttps://doi.org/10.1016/j.chb.2019.08.021openalex-snapshot
The impact of learner metacognition and goal orientation on problem-solving in a serious game environment
inferred← citeshttps://doi.org/10.1016/j.chbr.2026.101333openalex-snapshot
Parenting in the Digital Age: The Role of Parental Mediation in Black and Latino Youth Social Media Use and Functioning
inferred← citeshttps://doi.org/10.1016/j.childyouth.2019.02.025openalex-snapshot
Executive function, dispositional resilience, and cognitive engagement in Latinx children of migrant farmworkers
inferred← citeshttps://doi.org/10.1016/j.compedu.2009.01.005openalex-snapshot
The impact of an innovative instructional intervention on the acquisition of oral presentation skills in higher education
inferred← citeshttps://doi.org/10.1016/j.compedu.2019.103691openalex-snapshot
Scripts and mastery goal orientation in face-to-face versus computer-mediated collaborative learning: Influence on performance, affective and motivational outcomes, and social ability
inferred← citeshttps://doi.org/10.1016/j.dr.2009.12.001openalex-snapshot
Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes
inferred← citeshttps://doi.org/10.1016/j.edurev.2009.03.002openalex-snapshot
Exploring the relationships among mirror neurons, theory of mind, and achievement goals: Towards a model of achievement goal contagion in educational settings
inferred← citeshttps://doi.org/10.1016/j.edurev.2013.07.001openalex-snapshot
Achievement goals and academic achievement: A closer look at moderating factors
inferred← citeshttps://doi.org/10.1016/j.edurev.2018.03.001openalex-snapshot
Why do we know so little about the factors associated with gifted underachievement? A systematic literature review
inferred← citeshttps://doi.org/10.1016/j.heliyon.2024.e32588openalex-snapshot
Doctoral students’ academic performance: The mediating role of academic motivation, academic buoyancy, and academic self-efficacy
inferred← citeshttps://doi.org/10.1016/j.ijer.2004.06.008openalex-snapshot
Achievement goal orientations in writing:a developmental perspective
inferred← citeshttps://doi.org/10.1016/j.ijer.2004.06.009openalex-snapshot
Relations of learner-centered teaching practices to adolescents’ achievement goals
inferred← citeshttps://doi.org/10.1016/j.ijer.2011.08.002openalex-snapshot
Patterns of motivation among adolescents with biased and accurate self-efficacy beliefs
inferred← citeshttps://doi.org/10.1016/j.ijer.2011.08.005openalex-snapshot
Positive biases in self-assessment of mathematics competence, achievement goals, and mathematics performance
inferred← citeshttps://doi.org/10.1016/j.ijer.2013.03.014openalex-snapshot
Stability or change? Effects of training length and time lag on achievement goal orientations and transfer of training
inferred← citeshttps://doi.org/10.1016/j.ijer.2013.09.006openalex-snapshot
Striving to connect and striving to learn: Influences of relational and mastery goals for teaching on teacher behaviors and student interest and help seeking
inferred← citeshttps://doi.org/10.1016/j.ijer.2022.101952openalex-snapshot
Teachers' social goals and classroom engagement: The mediating role of teachers' self-efficacy
inferred← citeshttps://doi.org/10.1016/j.ijer.2026.103073openalex-snapshot
Predicting digital reading enjoyment among 10,979 Chinese children in a summer program: A machine learning approach
inferred← citeshttps://doi.org/10.1016/j.ijis.2019.06.001openalex-snapshot
What contributes to individual innovativeness? A multilevel perspective
inferred← citeshttps://doi.org/10.1016/j.ijme.2014.12.001openalex-snapshot
Managing emotions: A case study exploring the relationship between experiential learning, emotions, and student performance
inferred← citeshttps://doi.org/10.1016/j.ijme.2016.05.002openalex-snapshot
Beyond the Big Five: The mediating role of goal orientation in the relationship between core self-evaluations and academic performance
inferred← citeshttps://doi.org/10.1016/j.jecp.2018.03.015openalex-snapshot
The specificity of parenting effects: Differential relations of parent praise and criticism to children’s theories of intelligence and learning goals
inferred← citeshttps://doi.org/10.1016/j.jecp.2022.105417openalex-snapshot
Effects of test difficulty messaging on academic cheating among middle school children
inferred← citeshttps://doi.org/10.1016/j.jss.2014.01.005openalex-snapshot
Goal orientation in surgical residents: a study of the motivation behind learning
inferred← citeshttps://doi.org/10.1016/j.jvb.2017.10.003openalex-snapshot
Stability and change in teachers' goal orientation profiles over time: Managerial coaching behavior as a predictor of profile change
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2010.12.001openalex-snapshot
Rethinking teachers’ goal orientations: Conceptual and methodological enhancements
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2013.04.002openalex-snapshot
School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2014.04.007openalex-snapshot
Perceived parent goals and student goal orientations as predictors of seeking or not seeking help: Does age matter?
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2017.04.003openalex-snapshot
Do it twice! Test-taking fosters repeated but not initial study of multimedia instruction
inferred← citeshttps://doi.org/10.1016/j.lindif.2006.04.001openalex-snapshot
Academic goals, goal process cognition, and exam performance among college students
inferred← citeshttps://doi.org/10.1016/j.lindif.2008.04.002openalex-snapshot
Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence
inferred← citeshttps://doi.org/10.1016/j.lindif.2011.07.002openalex-snapshot
Predicting Singapore students' achievement goals in their English study: Self-construal and classroom goal structure
inferred← citeshttps://doi.org/10.1016/j.lindif.2015.03.002openalex-snapshot
Raising the stakes: How students' motivation for mathematics associates with high- and low-stakes test achievement
inferred← citeshttps://doi.org/10.1016/j.lindif.2015.03.018openalex-snapshot
Cross-lagged relations between math-related interest, performance goals and skills in groups of children with different general abilities
inferred← citeshttps://doi.org/10.1016/j.lindif.2015.03.025openalex-snapshot
Conditional effects of mastery goal structure on changes in students' motivational beliefs: Need for cognition matters
inferred← citeshttps://doi.org/10.1016/j.lindif.2016.08.013openalex-snapshot
Deconstructing performance goal orientations: The merit of a dimensional approach
inferred← citeshttps://doi.org/10.1016/j.lindif.2018.05.012openalex-snapshot
Need satisfaction as a mediator between classroom goal structures and students' optimal educational experience
inferred← citeshttps://doi.org/10.1016/j.lindif.2018.12.006openalex-snapshot
Positive social relationships with peers and teachers as moderators of the Big-Fish-Little-Pond Effect
inferred← citeshttps://doi.org/10.1016/j.lindif.2019.101813openalex-snapshot
Profiles of perfectionism and their relations to educational outcomes in college students: The moderating role of achievement goals
inferred← citeshttps://doi.org/10.1016/j.lindif.2023.102281openalex-snapshot
A mixed methods study of middle students' science motivation and engagement profiles
inferred← citeshttps://doi.org/10.1016/j.lindif.2025.102810openalex-snapshot
Parental response to failure, teachers' goal-oriented instructional practices, and chinese adolescents' mastery motivation in math learning: A longitudinal multilevel examination
inferred← citeshttps://doi.org/10.1016/j.lmot.2023.101888openalex-snapshot
Probing the effects of perceived teacher goals and achievement-goal orientations on students’ self-efficacy, cognitive and metacognitive strategies in writing: A person-centered approach
inferred← citeshttps://doi.org/10.1016/j.paid.2004.11.015openalex-snapshot
The effects of social desirability bias on applied measures of goal orientation
inferred← citeshttps://doi.org/10.1016/j.paid.2005.05.014openalex-snapshot
Imposters have goals too: The imposter phenomenon and its relationship to achievement goal theory
inferred← citeshttps://doi.org/10.1016/j.paid.2010.07.023openalex-snapshot
The relations between perfectionism and achievement goals
inferred← citeshttps://doi.org/10.1016/j.paid.2020.109834openalex-snapshot
Cross-cultural differences in personality, motivation and cognition in Asian vs. Western societies
inferred← citeshttps://doi.org/10.1016/j.sbspro.2010.03.116openalex-snapshot
Educational motivation and students’ achievement goal orientations
inferred← citeshttps://doi.org/10.1016/j.sbspro.2010.07.430openalex-snapshot
Environmental perceptions, motivational beliefs and self-regulating learning by Iranian high school students
inferred← citeshttps://doi.org/10.1016/j.sbspro.2011.02.051openalex-snapshot
Relation among Machiavellianism Belief and Goal Orientations in Academic Situations
inferred← citeshttps://doi.org/10.1016/j.sbspro.2013.12.036openalex-snapshot
Achievement and Motivation: A Different Perspective on Familiar Concepts
inferred← citeshttps://doi.org/10.1016/j.ssresearch.2016.10.016openalex-snapshot
The science identity and entering a science occupation
inferred← citeshttps://doi.org/10.1016/j.stueduc.2012.10.003openalex-snapshot
Chicken or the egg: Longitudinal analysis of the causal dilemma between goal orientation, self-regulation and cognitive processing strategies in higher education
inferred← citeshttps://doi.org/10.1016/j.stueduc.2017.11.005openalex-snapshot
Formative assessment as a future step in maintaining the mastery-approach and performance-avoidance goal stability
inferred← citeshttps://doi.org/10.1016/j.system.2019.102122openalex-snapshot
Relevance of goal theories to language learning research
inferred← citeshttps://doi.org/10.1016/j.system.2025.103766openalex-snapshot
Unpacking the relationship between achievement goals, grit and engagement among Chinese university students: variable- and person-centered approaches
inferred← citeshttps://doi.org/10.1016/j.tsc.2022.101225openalex-snapshot
Innovative thinking skills and creative thinking dispositions in learning environments: Antecedents and consequences
inferred← citeshttps://doi.org/10.1016/s0022-4405(01)00060-7openalex-snapshot
On the Relation between Social–Emotional and School Functioning During Early Adolescence
inferred← citeshttps://doi.org/10.1016/s0074-7750(04)28002-8openalex-snapshot
Applications of a Model of Goal Orientation and Self-Regulated Learning to Individuals with Learning Problems
inferred← citeshttps://doi.org/10.1016/s0074-7750(04)28006-5openalex-snapshot
Toward Inclusion Across Disciplines: Understanding Motivation of Exceptional Students
inferred← citeshttps://doi.org/10.1016/s0361-476x(02)00043-7openalex-snapshot
Construct- and criterion-related validity of four commonly used goal orientation instruments
inferred← citeshttps://doi.org/10.1016/s0361-476x(02)00060-7openalex-snapshot
Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence
inferred← citeshttps://doi.org/10.1016/s0749-7423(03)13004-xopenalex-snapshot
ACHIEVEMENT GOALS AND INTERGROUP RELATIONS
inferred← citeshttps://doi.org/10.1016/s0749-7423(03)13006-3openalex-snapshot
PERSON AND CONTEXT: THEORETICAL AND PRACTICAL CONCERNS IN ACHIEVEMENT GOAL THEORY
inferred← citeshttps://doi.org/10.1016/s0883-0355(00)00049-5openalex-snapshot
Individual differences in trait motivation: development of the Motivational Trait Questionnaire
inferred← citeshttps://doi.org/10.1016/s0883-0355(00)00051-3openalex-snapshot
The relation between students’ motivational beliefs and their use of motivational regulation strategies
inferred← citeshttps://doi.org/10.1016/s1041-6080(00)80005-9openalex-snapshot
The relationship between perceptions of the classroom goal structure and early adolescents' affect in school: The mediating role of coping strategies
inferred← citeshttps://doi.org/10.1016/s1041-6080(01)00037-1openalex-snapshot
Task and ego orientation
inferred← citeshttps://doi.org/10.1017/9781316823279.025openalex-snapshot
Achievement Goal Orientations
inferred← citeshttps://doi.org/10.1017/cbo9780511735066.004openalex-snapshot
Multiple Goals, Optimal Motivation, and the Development of Interest
inferred← citeshttps://doi.org/10.1017/cbo9780511763205.022openalex-snapshot
The Creativity-Motivation Connection
inferred← citeshttps://doi.org/10.1017/s1138741600003814openalex-snapshot
On the Nature of Motivational Orientations: Implications of Assessed Goals and Gender Differences for Motivational Goal Theory
inferred← citeshttps://doi.org/10.1023/a:1016627907001openalex-snapshot
Classroom Conditions for Motivation and Engagement in Reading
inferred← citeshttps://doi.org/10.1023/a:1025644506640openalex-snapshot
College Mothers' Academic Achievement Goals as Related to their Children's Attitudes Toward Learning
inferred← citeshttps://doi.org/10.1023/b:spoe.0000018547.08294.b6openalex-snapshot
Early Adolescents' Achievement Goals, Social Status, and Attitudes Towards Cooperation with Peers
inferred← citeshttps://doi.org/10.1023/b:spoe.0000037484.86850.faopenalex-snapshot
The Change in Middle School Students’ Achievement Goals in Mathematics Over Time
inferred← citeshttps://doi.org/10.1024/1010-0652.21.3.229openalex-snapshot
The Intersection of Students' Perceptions of Instrumentality, Self-Efficacy, and Goal Orientations in an Online Mathematics Course
inferred← citeshttps://doi.org/10.1026/0049-8637.39.4.165openalex-snapshot
Zielorientierungen: Zur Relevanz der Schulfächer
inferred← citeshttps://doi.org/10.1037/0012-1649.42.1.11openalex-snapshot
Sex differences in math performance: The role of children's approach to schoolwork.
inferred← citeshttps://doi.org/10.1037/0022-0663.100.1.15openalex-snapshot
Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions.
inferred← citeshttps://doi.org/10.1037/0022-0663.100.2.417openalex-snapshot
Striving for social dominance over peers: The implications for academic adjustment during early adolescence.
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