Cross-domain effects of achievement goals: social costs and benefits
Tóm tắt
Từ khóa
Tài liệu tham khảo
Ahn, H. J., & Rodkin, P. C. (2014). Classroom-level predictors of the social status of aggression: friendship centralization, friendship density, teacher–student attunement, and gender. Journal of Educational Psychology, 106, 1144–1155. doi: 10.1037/a0036091 .
Anderman, L. H., & Anderman, E. M. (1999). Social predictors of changes in students’ achievement goal orientations. Contemporary Educational Psychology, 24, 21–37. doi: 10.1006/ceps. 1998.0978 .
Anderson, C., Srivastava, S., Beer, J. S., Spataro, S. E., & Chatman, J. A. (2006). Knowing your place: self-perceptions of status in face-to-face groups. Journal of Personality and Social Psychology, 91, 1094–1110. doi: 10.1037/0022-3514. 91.6.1094 .
Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: testing multiple goal models. Journal of Personality and Social Psychology, 80, 706–722. doi: 10.1037/0022-3514. 80.5.706 .
Baumeister, R. F., Twenge, J. M., & Nuss, C. K. (2002). Effects of social exclusion on cognitive processes: anticipated aloneness reduces intelligent thought. Journal of Personality and Social Psychology, 83, 817–827. doi: 10.1037/0022-3514. 83.4.817 .
Bortz, J., & Schuster, C. (2010). Statistik für Human- und Sozialwissenschaftler (7.Auflage). Heidelberg: Springer Medizin Verlag.
Bounoua, L., Cury, F., Regner, I., Huguet, P., Barron, K. E., & Elliot, A. J. (2012). Motivated use of information about others: linking the 2×2 achievement goal model to social comparison propensities and processes. British Journal of Social Psychology, 51, 626–641. doi: 10.1111/j.2044-8309.2011.02027.x .
Cillessen, A. H. N., & Mayeux, L. (2004). Sociometric status and peer group behavior: previous findings and current directions. In J. B. Kupersmidt & K. A. Dodge (Eds.), Children’s peer relations: from development to intervention (pp. 3–20). Washington, D.C.: American Psychological Association. doi: 10.1037/10653-001 .
Cillessen, A. H. N., Mayeux, L., Ha, T., de Bruyn, E. H., & LaFontana, K. M. (2014). Aggressive effects of prioritizing popularity in early adolescence. Aggressive Behavior, 40, 204–213. doi: 10.1002/ab.21518 .
Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: a cross-age perspective. Developmental Psychology, 18, 557–570. doi: 10.1037/0012-1649. 18.4.557 .
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273. doi: 10.1037/0033-295X.95.2.256 .
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189. doi: 10.1207/s15326985ep3403_3 .
Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52–72). New York: Guilford Press.
Elliot, A. J., & McGregor, H. A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519. doi: 10.1037//0022-3514. 80.3.501 .
Hoigaard, R., Kovač, V. B., Overby, N. C., & Haugen, T. (2015). Academic self-efficacy mediates the effects of school psychological climate on academic achievement. School Psychology Quarterly, 30, 64–74. doi: 10.1037/spq 0000056 .
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136, 422–449. doi: 10.1037/a0018947 .
Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141–184. doi: 10.1007/s10648-006-9012-5 .
King, R. B. (2016). Is a performance-avoidance achievement goal always maladaptive? Not necessarily for collectivists. Personality and Individual Differences, 99, 190–195. doi: 10.1016/j.paid. 2016.04.093 .
Koul, R., Roy, L., & Lerdpornkulrat, T. (2012). Motivational goal orientation, perceptions of biology and physics classroom learning environments, and gender. Learning Environments Research, 15, 217–229. doi: 10.1007/s10984-012-9111-9 .
Lee, M., & Bong, M. (2016). In their own words: reasons underlying the achievement striving of students in schools. Journal of Educational Psychology, 108, 274–294. doi: 10.1037/edu 0000048 .
Lochbaum, M., & Stevenson, S. (2014). Effects of achievement goals on perceptions of success and achievement emotions in minority children. Kinesiology, 46, 202–209.
Mansfield, C. F., & Wosnitza, M. (2010). Motivation goals during adolescence: a cross-sectional perspective. Issues in. Educational Research, 20, 149–165.
Mercer, S. H., & DeRosier, M. E. (2008). Teacher preference, peer rejection, and student aggression: a prospective study of transactional influence and independent contributions to emotional adjustment and grades. Journal of School Psychology, 46, 661–685. doi: 10.1016/j.jsp.2008.06.006 .
Miron-Spektor, E., & Beenen, G. (2015). Motivating creativity: the effects of sequential and simultaneous learning and performance achievement goals on product novelty and usefulness. Organizational Behavior and Human Decision Processes, 127, 53–65. doi: 10.1016/j.obhdp. 2015.01.001 .
Molden, D. C., & Dweck, C. S. (2006). Finding “meaning” in psychology: a lay theories approach to self-regulation, social perception, and social development. American Psychologist, 61, 192–203. doi: 10.1037/0003-066X.61.3.192 .
Newcomb, A. F., & Bukowski, W. M. (1983). Social impact and social preference as determinants of children’s peer group status. Developmental Psychology, 19, 856–867. doi: 10.1037/0012-1649. 19.6.856 .
Oettingen, G., Ahn, J. N., Gollwitzer, P. M., Kappes, A., & Kawada, C. L. K. (2014). Goal projection and giving help. Journal of Experimental Social Psychology, 54, 204–214. doi: 10.1016/j.jesp. 2014.05.005 .
Ojanen, T., Grönroos, M., & Salmivalli, C. (2005). An interpersonal circumplex model of children’s social goals: links with peer-reported behavior and sociometric status. Developmental Psychology, 41, 699–710. doi: 10.1037/0012-1649. 41.5.699 .
Poortvliet, P. M. (2013). Harming others’ task-related efforts: the distinct competitive effects of ranking information on performance and mastery goal individuals. Social Psychology, 44, 373–379. doi: 10.1027/1864-9335/a000161 .
Porter, C. O. L. H., Webb, J. W., & Gogus, C. I. (2010). When goal orientations collide: effects of learning and performance orientation on team adaptability in response to workload imbalance. Journal of Applied Psychology, 95, 935–943. doi: 10.1037/a0019637 .
Pulfrey, C., & Butera, F. (2013). Why neoliberal values of self-enhancement lead to cheating in higher education: a motivational account. Psychological Science, 24, 2153–2162. doi: 10.1177/0956797613487221 .
Rodkin, P. C., Ryan, A. M., Jamison, R., & Wilson, T. (2013). Social goals, social behavior, and social status in middle childhood. Developmental Psychology, 49, 1139–1150. doi: 10.1037/a0029389 .
Rotenberg, K., Boulton, M., & Fox, C. (2005). Cross-sectional and longitudinal relations among children’s trust beliefs, psychological maladjustment and social relationships: are very high as well as very low trusting children at risk? Journal of Abnormal Child Psychology, 33, 595–610. doi: 10.1007/s10802-005-6740-9 .
Roussel, P., Elliot, A. J., & Feltman, R. (2011). The influence of achievement goals and social goals on help seeking from peers. Learning and Instruction, 21, 394–402. doi: 10.1016/j.learninstruc. 2010.05.003 .
Schuster, B. (1999). Outsiders at school: the prevalence of bullying and its relation with social status. Group Processes and Intergroup Relations, 2, 175–190. doi: 10.1177/1368430299022005 .
Senko, C., & Dawson, B. (2016). Performance-approach goal effects depend on how they are defined: meta-analytic evidence from multiple educational outcomes. Journal of Educational Psychology Advance online publication. doi: 10.1037/edu0000160 .
Senko, C., & Tropiano, K. L. (2016). Comparing three models of achievement goals: goal orientations, goal standards, and goal complexes. Journal of Educational Psychology, 108, 1178–1192. doi: 10.1037/edu0000114 .
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, 26–47. doi: 10.1080/00461520.2011.538646 .
Shimizu, M., Niiya, Y., & Shigemasu, E. (2016). Achievement goals and improvement following failure: moderating roles of self-compassion and contingency of self-worth. Self and Identity, 15, 107–115. doi: 10.1080/15298868.2015.1084371 .
Shin, H., & Ryan, A. M. (2014). Friendship networks and achievement goals: an examination of selection and influence processes and variations by gender. Journal of Youth and Adolescence, 43, 1453–1464. doi: 10.1007/s10964-014-0132-9 .
Sommet, N., Darnon, C., & Butera, F. (2015). To confirm or to conform? Performance goals as a regulator of conflict with more-competent others. Journal of Educational Psychology, 107, 580–598. doi: 10.1037/a0037240 .
Spinath, B., Stiensmeier-Pelster, J., Schöne, C., & Dickhäuser, O. (2002). Sellmo Skalen zur Erfassung der Lern- und Leistungsmotivation. Göttingen: Hogrefe, Verlag für Psychologie.
Van Yperen, N. W., Blaga, M., & Postmes, T. (2014). A meta-analysis of self-reported achievement goals and nonself-report performance across three achievement domains (work, sports, and education). PLoS One, 9(4), e93594. doi: 10.1371/journal.pone.0093594 .
Wentzel, K. R. (2003). Sociometric status and adjustment in middle school: a longitudinal study. The Journal of Early Adolescence, 23, 5–28. doi: 10.1177/0272431602239128 .
Wentzel, K. R. (2005). Peer relationships, motivation, and academic performance at school. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 279–296). New York: Guilford Press.