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Items: 1 to 20 of 246

1.

Clarifying achievement goals and their impact.

Grant H, Dweck CS.

J Pers Soc Psychol. 2003 Sep;85(3):541-53.

PMID:
14498789
2.

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.

PMID:
12639278
3.

The social-cognitive model of achievement motivation and the 2 x 2 achievement goal framework.

Cury F, Elliot AJ, Da Fonseca D, Moller AC.

J Pers Soc Psychol. 2006 Apr;90(4):666-79.

PMID:
16649862
4.

Intrinsic motivation towards sports in Singaporean students: the role of sport ability beliefs.

Wang CK, Biddle SJ.

J Health Psychol. 2003 Sep;8(5):515-23.

PMID:
19177714
5.

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. doi: 10.1348/978185409X402580. Epub 2009 Jan 30.

PMID:
19187577
6.

Validation of a Chinese achievement goal orientation questionnaire.

Lau KL, Lee JC.

Br J Educ Psychol. 2008 Jun;78(Pt 2):331-53. Epub 2007 Nov 23.

PMID:
18039430
7.

Motivational predictors of coping with academic examination.

Doron J, Stephan Y, Maiano C, Le Scanff C.

J Soc Psychol. 2011 Jan-Feb;151(1):87-104. doi: 10.1080/00224540903366768.

PMID:
21375127
8.

[Role of the implicit theories of intelligence in learning situations].

Da Fonseca D, Cury F, Bailly D, Rufo M.

Encephale. 2004 Sep-Oct;30(5):456-63. Review. French.

PMID:
15627050
9.

An explanatory model of academic achievement based on aptitudes, goal orientations, self-concept and learning strategies.

Miñano Pérez P, Castejón Costa JL, Gilar Corbí R.

Span J Psychol. 2012 Mar;15(1):48-60.

PMID:
22379697
10.

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. doi: 10.1348/000709907X270261. Epub 2007 Dec 29.

PMID:
18166143
11.

A motivational analysis of defensive pessimism and self-handicapping.

Elliot AJ, Church MA.

J Pers. 2003 Jun;71(3):369-96.

PMID:
12762420
13.

Does priming for mastery goals improve the performance of students with an entity view of ability?

Thompson T, Musket S.

Br J Educ Psychol. 2005 Sep;75(Pt 3):391-409.

PMID:
16238873
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. Epub 2007 Apr 30.

PMID:
17535519
15.

A developmental study of the relation between combined learning and performance goals and students' self-regulated learning.

Bouffard T, Vezeau C, Bordeleau L.

Br J Educ Psychol. 1998 Sep;68 ( Pt 3):309-19.

PMID:
9788208
17.

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. doi: 10.1348/000709908X314928. Epub 2008 Jun 24.

PMID:
18578956
18.

Attachment and exploration in adulthood.

Elliot AJ, Reis HT.

J Pers Soc Psychol. 2003 Aug;85(2):317-31.

PMID:
12916573
19.
20.

Goals: an approach to motivation and achievement.

Elliott ES, Dweck CS.

J Pers Soc Psychol. 1988 Jan;54(1):5-12.

PMID:
3346808
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