Goal Theory, Motivation, and School Achievement: An Integrative Review

Covington, Martin V.

doi:10.1146/annurev.psych.51.1.171

Cited by 946 publications

(876 citation statements)

References 147 publications

(124 reference statements)

Supporting

Mentioning

720

Contrasting

Unclassified

134

Order By: Relevance

“…The kind of goals students possess influences students' emotional experiences. In achievement goal theory (Elliot & Covington, 2001), individuals with performance goals are assumed to link performance, relative to others, with self-worth (Covington, 2000). Thus, for students with performance goals, the main instigator of behavior in academic situations is a need to protect or enhance self-worth.…”

Section: Influence Of Personal Variables On Emotionsmentioning

confidence: 99%

Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors

2014

View full text Add to dashboard Cite

PostprintThis is the accepted version of a paper published in European Journal of Psychology of Education. This paper has been peer-reviewed but does not include the final publisher proof-corrections or journal pagination. The study aims to assess the relative importance of a large number of variables for predicting students' positive activating emotions during mathematics learning. Participants were 668 firstyear upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students' perceptions and beliefs about their learning situation in mathematics in general, and the other assessing the characteristics of a particular mathematics lesson and the students' emotional experiences during this lesson. Singleconstruct and multivariate models for predicting students' emotions were computed. The results show that the multivariate models were the most efficient, predicting as much as 59% of the variance in students' emotional experiences. The two most important constructs were students' type of motivation and perceived degree of learning, which together predicted 48% of the students' emotions. Single-construct models predicted, at most, 36%. The relative and absolute predictive ability of different motivational constructs are reported. The relationships between constructs and their implications for teaching are discussed.

show abstract

Section: Influence Of Personal Variables On Emotionsmentioning

confidence: 99%

Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors

2014

View full text Add to dashboard Cite

show abstract

“…It is beyond the scope of this review to include literature pertaining to the burgeoning area of achievement motivation (for further elaboration see for example Covington, 2000;Eccles, 2007). Similarly, we limit our discussion to only the goal-related findings of each study.…”

Section: Selection Criteriamentioning

confidence: 99%

Adolescent goal content and pursuit: A review of the literature from the past 16 years

Massey

Gebhardt

Garnefski

2008

Developmental Review

215

219

View full text Add to dashboard Cite

a b s t r a c tThe aim of this article is to provide an overview and discussion of the literature from various areas of psychology on adolescent goal content and pursuit since the publication of Nurmi's review in 1991. Ninety-four studies were identified which incorporated a measure of adolescent goal content/processes. We explore and discuss the theories employed in these studies, methods of goal measurement, and the findings presented in the studies. Adolescent goal content and pursuit appear to be influenced by various sociodemographic and psychological factors. In turn, goal content, goal pursuit and (un)successful goal attainment are related to adolescent behavior, health and well-being. Limitations and suggestions for further research are discussed.

show abstract

“…It is thus also used in education (e.g., Covington, 2000;Pintrich & De Groot, 1990;Zimmerman, 1990), and therapeutically (e.g., Bailey & Sowder, 1970;Dowrick, 1983;Giesler et al, 1996;Hung & Rosenthal, 1978). However, studies using the self-observation technique focus on the accuracy of detecting self-generated behaviors, and any subsequent improvements.…”

mentioning

confidence: 99%

Positive transfer and negative transfer/antilearning of problem-solving skills.

Osman¹

2008

Journal of Experimental Psychology: General

View full text Add to dashboard Cite

The present study examined how self-regulatory processes influenced problem solving behavior under conditions in which people were either re-exposed to their prior learning, or experienced someone else's. In a series of four experiments, participants solved two complex control tasks that were identical in structure but varied in presentation format. Participants either learnt to solve the second task, based on their original learning phase from the first task, or learnt to solve the second task based on another participant's learning phase. Experiment 1 showed that, under conditions in which participants' learning phase was experienced twice, performance deteriorated in the second task compared to the first. In contrast, when the learning phases in the first and second task differed, performance improved in the second task.Experiment 2 introduced instructional manipulations that induced the same response patterns as Experiment 1, and Experiment 3 showed that participants differentially weighted the learning phase in the second task. In Experiment 4, judgments of selfefficacy were shown to track control performance. The implications of these findings for induction, self-regulation, and insight are discussed. examples share a precise goal that involves accurately and reliably controlling a complex dynamic control task (CDCT-i.e., the aircraft). Control behavior in this, and other types of CDCTs (e.g., air-traffic control, naval mine sweeping, car driving) depends on the development of expertise (e.g., Brehmer, 1992;Funke, 2001; Gonzalez, Lerch, & Lebiere, 2003;Kerstholt, 1996;Randel & Pugh, 1996;Sweller, 1988;.Expertise involves both monitoring-through self-evaluation of goal-directed actions (e.g., Bandura & Locke, 2003; Ericsson & Lehman, 1996;Karoly, 1993;Lerch & Harter, 2001;Rossano, 2003;VanLehn, 1996)-and control, or the generation and selection of goal-directed actions (e.g., Lerch & Harter, 2001; Locke & Latham, 2002;Rossano, 2003;Sweller, 1988;VanLehn, 1996;Vollmeyer, Burns, & Holyoak, 1996). Both behaviors are also interrelated (e.g., Bandura & Locke, 2003; Ericsson & Lehman, 1996;Karoly, 1993;Lerch & Harter, 2001;Rossano, 2003;VanLehn, 1996). However, studies of skill learning in CDCTs have overlooked this relationship, particularly how it influences the transferability of expertise (e.g., Berry, 1991;Berry & Broadbent, 1988;Burns & Vollmeyer, 2002). Without an Anti-Learning 5 understanding of how individuals monitor their behavior, little can be said about how evaluative processes are employed when transferring learnt skills to achieve unpracticed goals.For instance, the critical difference between the examples above is that, in the first case, training (i.e., control performance) and assessment (i.e., monitoring) are based on self-generated behavior; whereas, in the second, assessment is based on comparing self-and other-generated training behavior. These types of training procedures are often used in educational (Pintrich & De Groot, 1990;Pressley, & Ghatala, 1990;Zimmerman, 1990), clin...

show abstract

Goal Theory, Motivation, and School Achievement: An Integrative Review

Cited by 946 publications

References 147 publications

Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors

Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors

Adolescent goal content and pursuit: A review of the literature from the past 16 years

Positive transfer and negative transfer/antilearning of problem-solving skills.

Contact Info

Product

Resources

About