1] Pintrich P.and Schunk D., Motivation in education: Theory, research and applications, (2nd Ed.) Upper Saddle River, NJ, Merrill, 2002. [2] Dweck, C. S. Motivational processes affecting learning, American Psychologist, vol.41,No.10, 1986, pp.1040-1048. [3] Nicholls J. G., Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance, Psychological Review, Vol.91, 1984, pp.328–346. [4] Elliot A. J., Approach and avoidance motivation and achievement goals, Educational Psychologist, Vol. 34, 1999, pp.169–189. [5] Elliot A. J., Dweck C. S., Competence as the core of achievement motivation. In A. J. Elliot & C. S. Dweck (Eds.).Handbook of competence and motivation. New York, Guilford, 2005. [6] Urdan T. C., Examining the relations among early adolescent students’ goals and friends’ orientation toward effort and achievement in school, Contemporary Educational Psychology, Vol.22, 1997, pp.165–191. [7] Anderman E. M.and Anderman L., Social predictors of changes in students’ achievement goal orientations, Contemporary Educational Psychology, Vol.25, 1999,pp. 21–37. [8] Covington M., Goal theory, motivation, and school achievement: an integrative review, Annual Review of Psychology, Vol. 51, 2000, pp.171–200. [9] Deci E., Ryan R., The “what” and “why” of goal pursuits: Human needs and the selfdetermination of behavior, Psychological Inquiry, Vol.11, 2000, PP.227–268. [10] Patrick H., Anderman L.and Ryan A. M., Social motivation and the classroom social environment. In C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning. Mahwah, NJ: Lawrence Erlbaum, 2002, pp. 85–108 Social Achievement Goal Theory in Education: … 259 Journal of Technology & Education/ Vol. 4, No.4, Summer 2010 [11] Wentzel K. R., What is it that I’m trying to achieve? Classroom goals from a content perspective, Contemporary Educational Psychology, Vol. 25, 2000, pp.105–115. [12] Dowson M.and McInerney D. M., Psychological parameters of students’ social and work avoidance goals: A qualitative investigation, Journal of Educational Psychology, Vol. 93, 2001, pp.35–42. [13] Ryan A. M. and Hopkins N. B., Achievement goals in the social domain. University of Illinois, Urbana-Champaign, unpublished manuscript , 2003. [14] Elliot A. J. and Church M., A hierarchical model of approach and avoidance achievement motivation, Journal of Personality and Social Psychology, Vol. 72, 1997, pp.218–232. [15] Hopkins N., Ryan A.M. Expanding achievement goal theory into the social domain, Poster presented at the annual meeting of the American Educational Research Association, New Orleans, LA, 2000. [16] Elliot A. J. and Thrash T. M., Achievement goals and the hierarchical model of achievement motivation, Educational Psychology Review, Vol.13, 2001, pp.139– 156. [17] Jöreskog K. and Sörbom D., LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International, 1993. [18] Yu C. and Muthén, B., Evaluation of model fit indices for latent variable models with categorical and continuous outcomes, Paper presented at the annual meeting of the American Educational Research Association, New Orleans, 2002. [19] Jöreskog K. and Sörbom D., Analysis of linear structural relationships by maximum likelihood and least square methods, Research Report 81-8, University of Uppsala, Sweden, 1981. [20] Samejima 1969 [21] Reeve B.B., Item response theory modeling in health outcomes measurement, Expert Review of Pharmacoeconomics and Outcomes Research, Vol.2, 2003, pp.131–145. [22] Elliot A. J., A conceptual history of the achievement goal construct.In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation. New York: Guilford, 2005. [23] Ryan A, M. and Shim S, S., Social Achievement Goals: the Nature and Consequences of Different Orientations toward Social Competence, Personality and Social Psychology Bulletin, Vol.32, 2006, pp.1246- 1263. [24] Elliot A. J. and McGregor H. A., A 2 × 2 achievement goal framework, Journal of Personality and Social Psychology, Vol.80,2001, pp.501–519. [25] Ames C. and Archer J., Achievement goals in the classroom: Student’s learning strategies and motivational processes, Journal of Educational Psychology, Vol.80, 1988, pp. 260–267. [26] Harackiewicz J., Barron K., Tauer J., Carter, S. and Elliot A., Short-term and long-term consequences of achievement goals: Predicting interest and performance over time, Journal of Educational Psychology, Vol.92, 2000, pp.316–330.
', './data/jte/coversheet/cover_en.jpg'))
Send comment about this article