Achievement goal orientations and subjective well-being: A person-centred analysis

Boekaerts, 1993, Being concerned with well-being and with learning, Educational Psychologist, 28, 149, 10.1207/s15326985ep2802_4

Boekaerts, 2000, Self-regulated learning: finding a balance between learning goals and ego-protective goals, 417

Butler, 2006, Are mastery and ability goals both adaptive? Evaluation, initial goal construction and the quality of task engagement, British Journal of Educational Psychology, 76, 595, 10.1348/000709905X52319

Crocker, 2001, Contingencies of self-worth, Psychological Review, 108, 593, 10.1037/0033-295X.108.3.593

Demerouti, 2001, The job demands–resources model of burnout, Journal of Applied Psychology, 86, 499, 10.1037/0021-9010.86.3.499

Dunning, 2001, On the motives underlying social cognition, 348

Dweck, 1983, Achievement motivation, Vol. 4, 643

Dykman, 1998, Integrating cognitive and motivational factors in depression: initial tests of a goal-orientation approach, Journal of Personality and Social Psychology, 74, 139, 10.1037/0022-3514.74.1.139

Elliot, 1997, A hierarchical model of approach and avoidance achievement motivation, Journal of Personality and Social Psychology, 72, 218, 10.1037/0022-3514.72.1.218

Elliot, 1996, Approach and avoidance achievement goals and intrinsic motivation: a mediational analysis, Journal of Personality and Social Psychology, 70, 461, 10.1037/0022-3514.70.3.461

Elliot, 2001, A 2×2 achievement goal framework, Journal of Personality and Social Psychology, 80, 501, 10.1037/0022-3514.80.3.501

Elliott, 1988, Goals: an approach to motivation and achievement, Journal of Personality and Social Psychology, 54, 5, 10.1037/0022-3514.54.1.5

Grant, 2003, Clarifying achievement goals and their impact, Journal of Personality and Social Psychology, 85, 541, 10.1037/0022-3514.85.3.541

Harackiewicz, 2000, Short-term and long-term consequences of achievement goals: predicting interest and performance over time, Journal of Educational Psychology, 92, 316, 10.1037/0022-0663.92.2.316

Hu, 1999, Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives, Structural Equation Modeling, 6, 1, 10.1080/10705519909540118

Kaplan, 1999, Achievement goals and student well-being, Contemporary Educational Psychology, 24, 330, 10.1006/ceps.1999.0993

Kernis, 1995, The interactive roles of stability and level of self-esteem: research and theory, Vol. 27, 93

Kiuru, N., Aunola, K., Nurmi, J.-E., Leskinen, E., & Salmela-Aro, K. (in press). Peer group influence and selection in adolescents' school burnout: a longitudinal study. Merrill-Palmer Quarterly.

Little, 1983, Personal projects: a rationale and method for investigation, Environment & Behavior, 15, 273, 10.1177/0013916583153002

2007

Malka, 2005, Perceiving school performance as instrumental to future goal attainment: effects on graded performance, Contemporary Educational Psychology, 30, 60, 10.1016/j.cedpsych.2004.04.001

McGregor, 2002, Achievement goals as predictors of achievement-relevant processes prior to task engagement, Journal of Educational Psychology, 94, 381, 10.1037/0022-0663.94.2.381

Meece, 1999, Changes in elementary school children's achievement goals for reading and writing: results of a longitudinal and an intervention study, Scientific Studies of Reading, 3, 207, 10.1207/s1532799xssr0303_2

Middleton, 1997, Avoiding the demonstration of lack of ability: an underexplored aspect of goal theory, Journal of Educational Psychology, 89, 710, 10.1037/0022-0663.89.4.710

Midgley, 2001, Performance-approach goals: good for what, for whom, under what circumstances, and at what cost?, Journal of Educational Psychology, 93, 77, 10.1037/0022-0663.93.1.77

Muthén, 2004

Nicholls, 1984, Achievement motivation: conceptions of ability, subjective experience, task choice, and performance, Psychological Review, 91, 328, 10.1037/0033-295X.91.3.328

Nicholls, 1985, Adolescents' theories of education, Journal of Educational Psychology, 77, 683, 10.1037/0022-0663.77.6.683

Niemivirta, 1998, Individual differences in motivational and cognitive factors affecting self-regulated learning: a pattern-oriented approach, 23

Niemivirta, 2000, Motivation and school achievement at the end of the compulsory school, 121

Niemivirta, 2002, Individual differences and developmental trends in motivation: integrating person-centered and variable-centered methods, Vol. 12, 241

Niemivirta, 2002, Motivation and performance in context: the influence of goal orientations and instructional setting on situational appraisals and task performance, Psychologia: An International Journal of Psychology in the Orient, 45, 250, 10.2117/psysoc.2002.250

Nolen, 1988, Reasons for studying: motivational orientations and study strategies, Cognition & Instruction, 5, 269, 10.1207/s1532690xci0504_2

Pajares, 2000, Relation between achievement goals and self-beliefs of middle school students in writing and science, Contemporary Educational Psychology, 25, 406, 10.1006/ceps.1999.1027

Pekrun, 2006, Achievement goals and discrete achievement emotions: a theoretical model and prospective test, Journal of Educational Psychology, 98, 583, 10.1037/0022-0663.98.3.583

Pintrich, 2000, Multiple goals, multiple pathways: the role of goal orientation in learning and achievement, Journal of Educational Psychology, 92, 544, 10.1037/0022-0663.92.3.544

Pintrich, 2000, The role of goal orientation in self-regulated learning, 451

Roeser, 2002, Studying early adolescents' academic motivation, social-emotional functioning, and engagement in learning: variable- and person-centered approaches, Anxiety, Stress & Coping, 15, 345, 10.1080/1061580021000056519

Rosenberg, 1965

Ryan, 2000, Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being, American Psychologist, 55, 68, 10.1037/0003-066X.55.1.68

Salmela-Aro, 2005

Salmela-Aro, 1996, Depressive symptoms and personal project appraisals: a cross-lagged longitudinal study, Personality & Individual Differences, 21, 373, 10.1016/0191-8869(96)00078-5

Salmela-Aro, 2004, Employees' motivational orientation and well-being at work: a person-oriented approach, Journal of Organizational Change Management, 17, 471, 10.1108/09534810410554498

Salokangas, 1995, Screening for depression in primary care: development and validation of the depression scale, a screening instrument for depression, Acta Psychiatrica Scandinavica, 92, 10, 10.1111/j.1600-0447.1995.tb09536.x

Seifert, 2004, Understanding student motivation, Educational Research, 46, 137, 10.1080/0013188042000222421

Sideridis, 2005, Goal orientation, academic achievement, and depression: evidence in favor of a revised goal theory framework, Journal of Educational Psychology, 97, 366, 10.1037/0022-0663.97.3.366

Smith, 2002, Students' goals, self-efficacy, self-handicapping, and negative affective responses: an Australian senior school student study, Contemporary Educational Psychology, 27, 471, 10.1006/ceps.2001.1105

Tapola, A., & Niemivirta, M. (in press). The role of achievement goal orientations in students' perceptions of and preferences for classroom environment. British Journal of Educational Psychology.

Tuominen, 2004, Adolescents' achievement goal orientations, goal appraisals, and subjective well-being: a person-centered approach

Urdan, 1997, Achievement goal theory: past results, future directions, 99

Urdan, 2004, Predictors of academic self-handicapping and achievement: examining achievement goals, classroom goal structures, and culture, Journal of Educational Psychology, 96, 251, 10.1037/0022-0663.96.2.251

Vermunt, 2002, Latent class cluster analysis, 89

Wolters, 2004, Advancing achievement goal theory: using goal structures and goal orientations to predict students' motivation, cognition, and achievement, Journal of Educational Psychology, 96, 236, 10.1037/0022-0663.96.2.236