Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048.
CrossRef
Google Scholar
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189.
CrossRef
Google Scholar
Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519.
CrossRef
PubMed
Google Scholar
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613–628.
CrossRef
Google Scholar
Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103, 632–648.
CrossRef
Google Scholar
Lochbaum, M., Jean-Noel, J., Pinar, C., & Gilson, T. (in press). A meta-analytic review of Elliot’s (1999) Hierarchical Model of Approach and Avoidance Motivation in the sport, physical activity, and physical education literature. Journal of Sport and Health Science. http://www.sciencedirect.com/science/article/pii/S2095254615001234
Midgely, C., Maeher, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., Gheen, M., Kaplan, A., Kumar, R., Middleton, M. J., Nelson, J., Roeser, R., & Urdan, T. (2000). Manual for the patterns of adaptive learning scales. Ann Arbor: University of Michigan.
Google Scholar
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.
CrossRef
Google Scholar
Sommet, N., Quiamzade, A., Jury, M., & Mugny, G. (2015). The student-institution fit at university: Interactive effects of academic competition and social class on achievement goals. Frontiers in Psychology|Educational Psychology, 6, 769.
PubMed
PubMed Central
Google Scholar
Vansteenkiste, M., Lens, W., Elliot, A. J., Soenens, B., & Mouratidis, A. (2014). Moving the achievement goal approach one step forward: Toward a systematic examination of the autonomous and controlled reasons underlying achievement goals. Educational Psychologist, 49, 153–174.
CrossRef
Google Scholar
Wirthwein, L., Sparfeldt, J. R., Pinquart, M., Wegerer, J., & Steinmayr, R. (2013). Achievement goals and academic achievement: A closer look at moderating factors. Educational Research Review, 10, 66–89.
CrossRef
Google Scholar