229 related articles for article (PubMed ID: 15296544)
1. The role of different types of instrumentality in motivation, study strategies, and performance: know why you learn, so you'll know what you learn!
Simons J; Dewitte S; Lens W
Br J Educ Psychol; 2004 Sep; 74(Pt 3):343-60. PubMed ID: 15296544
[TBL] [Abstract][Full Text] [Related]
2. Future goal setting, task motivation and learning of minority and non-minority students in Dutch schools.
Andriessen I; Phalet K; Lens W
Br J Educ Psychol; 2006 Dec; 76(Pt 4):827-50. PubMed ID: 17094888
[TBL] [Abstract][Full Text] [Related]
3. Multiple goals, motivation and academic learning.
Valle A; Cabanach RG; Núnez JC; González-Pienda J; Rodríguez S; Piñeiro I
Br J Educ Psychol; 2003 Mar; 73(Pt 1):71-87. PubMed ID: 12639278
[TBL] [Abstract][Full Text] [Related]
4. Task- and self-related pathways to deep learning: the mediating role of achievement goals, classroom attentiveness, and group participation.
Lau S; Liem AD; Nie Y
Br J Educ Psychol; 2008 Dec; 78(Pt 4):639-62. PubMed ID: 18166143
[TBL] [Abstract][Full Text] [Related]
5. Between students' instrumental goals and how they learn: goal content is the gap to mind.
Fryer LK; Ginns P; Walker R
Br J Educ Psychol; 2014 Dec; 84(Pt 4):612-30. PubMed ID: 25160115
[TBL] [Abstract][Full Text] [Related]
6. Amalgamation of future time orientation, epistemological beliefs, achievement goals and study strategies: empirical evidence established.
Phan HP
Br J Educ Psychol; 2009 Mar; 79(Pt 1):155-73. PubMed ID: 18466673
[TBL] [Abstract][Full Text] [Related]
7. Characterizing the motivational orientation of students in higher education: a naturalistic study in three Hong Kong universities.
Kember D; Hong C; Ho A
Br J Educ Psychol; 2008 Jun; 78(Pt 2):313-29. PubMed ID: 17601363
[TBL] [Abstract][Full Text] [Related]
8. Cognitive processes in university learning: a developmental framework using structural equation modelling.
Phan HP
Br J Educ Psychol; 2011 Sep; 81(Pt 3):509-30. PubMed ID: 21199483
[TBL] [Abstract][Full Text] [Related]
9. Goal orientations and performance: differential relationships across levels of analysis and as a function of task demands.
Yeo G; Loft S; Xiao T; Kiewitz C
J Appl Psychol; 2009 May; 94(3):710-26. PubMed ID: 19450008
[TBL] [Abstract][Full Text] [Related]
10. University students' achievement goals and approaches to learning in mathematics.
Cano F; Berbén AB
Br J Educ Psychol; 2009 Mar; 79(Pt 1):131-53. PubMed ID: 18578956
[TBL] [Abstract][Full Text] [Related]
11. Perception of goal proximity, latency and duration of action plans, and worry in relation to goal distance in time and personality characteristics.
Halvari H
Percept Mot Skills; 1991 Jun; 72(3 Pt 1):707-41. PubMed ID: 1891307
[TBL] [Abstract][Full Text] [Related]
12. Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement.
Vansteenkiste M; Simons J; Lens W; Soenens B; Matos L
Child Dev; 2005; 76(2):483-501. PubMed ID: 15784095
[TBL] [Abstract][Full Text] [Related]
13. Coping with examinations: exploring relationships between students' coping strategies, implicit theories of ability, and perceived control.
Doron J; Stephan Y; Boiché J; Le Scanff C
Br J Educ Psychol; 2009 Sep; 79(Pt 3):515-28. PubMed ID: 19187577
[TBL] [Abstract][Full Text] [Related]
14. The role of achievement goal orientations in students' perceptions of and preferences for classroom environment.
Tapola A; Niemivirta M
Br J Educ Psychol; 2008 Jun; 78(Pt 2):291-312. PubMed ID: 17535519
[TBL] [Abstract][Full Text] [Related]
15. Task interest and actual performance: the moderating effects of assigned and adopted purpose goals.
Van Yperen NW
J Pers Soc Psychol; 2003 Dec; 85(6):1006-15. PubMed ID: 14674810
[TBL] [Abstract][Full Text] [Related]
16. Wanting to have vs. wanting to be: the effect of perceived instrumentality on goal orientation.
Simons J; Dewitte S; Lens W
Br J Psychol; 2000 Aug; 91 ( Pt 3)():335-51. PubMed ID: 10958578
[TBL] [Abstract][Full Text] [Related]
17. Toward establishing a unified metric for performance and learning goal orientations.
Smith EV; Dupeyrat C
J Appl Meas; 2001; 2(4):312-36. PubMed ID: 12011502
[TBL] [Abstract][Full Text] [Related]
18. Matching achievement contexts with implicit theories to maximize motivation after failure: a congruence model.
El-Alayli A
Pers Soc Psychol Bull; 2006 Dec; 32(12):1690-702. PubMed ID: 17122180
[TBL] [Abstract][Full Text] [Related]
19. Achievement goals and optimal motivation: testing multiple goal models.
Barron KE; Harackiewicz JM
J Pers Soc Psychol; 2001 May; 80(5):706-22. PubMed ID: 11374744
[TBL] [Abstract][Full Text] [Related]
20. Are mastery and ability goals both adaptive? Evaluation, initial goal construction and the quality of task engagement.
Butler R
Br J Educ Psychol; 2006 Sep; 76(Pt 3):595-611. PubMed ID: 16953964
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
