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Direct linkBardach, Lisa; Oczlon, Sophie; Pietschnig, Jakob; Lüftenegger, Marko – Journal of Educational Psychology, 2020
Achievement goal theory includes both personal motivational features (achievement goals) and contextual features (goal structures). The theory holds that the prevailing goal structures in learning environments (such as the classroom) influence the achievement goals students adopt. This meta-analysis (k = 68, N = 47,975) examined the strength of…
Descriptors: Academic Achievement, Goal Orientation, Mastery Learning, Meta Analysis
Hulleman, Chris S.; Schrager, Sheree M.; Bodmann, Shawn M.; Harackiewicz, Judith M. – Psychological Bulletin, 2010
This meta-analysis addresses whether achievement goal researchers are using different labels for the same constructs or putting the same labels on different constructs. We systematically examined whether conceptual and methodological differences in the measurement of achievement goals moderated achievement goal intercorrelations and relationships…
Descriptors: Mastery Learning, Academic Achievement, Meta Analysis, Goal Orientation
Usher, Ellen L.; Pajares, Frank – Review of Educational Research, 2008
The purpose of this review was threefold. First, the theorized sources of self-efficacy beliefs proposed by A. Bandura (1986) are described and explained, including how they are typically assessed and analyzed. Second, findings from investigations of these sources in academic contexts are reviewed and critiqued, and problems and oversights in…
Descriptors: Self Efficacy, Academic Ability, Academic Achievement, Educational Research
