This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.
E. M. Anderman , & A. J. Young (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31, 811–831.
J. Archer (1994). Achievement goals as a measure of motivation in university students. Contemporary Educational Psychology, 19, 430–446.
D. Bandalos , S. Finney , & J. Geske (2003). A model of statistics performance based on achievement goal theory. Journal of Educational Psychology, 95, 604–616.
K. E. Barron , & J. M. Harackiewicz (2001). Achievement goals and optimal motivation: Testing multiple goals models. Journal of Personality and Social Psychology, 80, 706–722.
I. Brdar , M. Rijavec , & D. Loncaric (2006). Goal orientations, coping with school failure and school achievement. European Journal of Psychology of Education, 21, 53–70.
C. Dupeyrant , & C. Mariné (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck's model with returning to school adults. Contemporary Educational Psychology, 30, 43–59.
A. J. Elliot (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189.
A. J. Elliot , & M. A. Church (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.
A. J. Elliot , H. A. McGregor , & S. Gable (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549–563.
A. J. Elliot , & A. C. Moller (2003). Performance-approach goals: Good or bad forms of regulation? International Journal of Educational Research, 39, 339–356.
B. A. Greene , T. K. DeBacker , B. Ravindran , & A. J. Krows (1999). Goals, values, and beliefs as predictors of achievement and effort in high school mathematics classes. Sex Roles, 40, 421–458.
J. M. Harackiewicz , K. E. Barron , S. M. Carter , A. T. Letho , & A. J. Elliot (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284–1295.
J. M. Harackiewicz , K. E. Barron , & A. J. Elliot (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33, 1–21.
J. M. Harackiewicz , K. E. Barron , P. R. Pintrich , A. J. Elliot , & T. Thrash (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638–645.
J. M. Harackiewicz , K. E. Barron , J. M. Tauer , S. M. Carter , & A. J. Elliot (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92, 316–330.
A. Kaplan , & M. L. Maehr (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141–184.
J. L. Meece , E. M. Anderman , & L. H. Anderman (2006). Classroom goal structure, student motivation and academic achievement. Annual Review of Psychology, 57, 487–503.
J.L. Meece , B. B. Glienke , & S. Burg (2006). Gender and motivation. Journal of School Psychology, 44, 351–373.
J. L. Meece , & G. Jones (1996). Gender differences in motivation and strategy use in science: Are girls rote learners? Journal of Research on Science Teaching, 33, 407–431.
M. Middleton , A. Kaplan , & C. Midgley (2004). The change in middle school students' achievement goals in math over time. Social Psychology of Education 7, 289–311.
M. Middleton , & C. Midgley (1997). Avoiding the demonstration of lack of ability: An unexplored aspect of goal theory. Journal of Educational Psychology, 89, 710–718.
C. Midgley , A. Kaplan , & M. Middleton (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77–86.
M. B. Paulsen , & K. A. Feldman (2005). The conditional and interaction effects of epistemological beliefs on the self-regulated learning of college students: Motivational strategies. Research in Higher Education, 46, 731–768.
M. B. Paulsen , & K. A. Feldman (2007). The conditional and interaction effects of epistemological beliefs on the self-regulated learning of college students: Cognitive and behavioral strategies. Research in Higher Education, 48, 353–401.
P. R. Pintrich , R.W. Marx , & R. Boyle (1993). Beyond ‘cold’ conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167–199.
E. Skaalvik (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89 71–81.
T. A. Thorkildsen & J. G. Nicholls (1998). Fifth-graders' achievement orientations and beliefs: Individual and classroom differences. Journal of Educational Psychology, 90, 179–201.
C. Utman (1997). Performance effects of motivational state: A meta-analysis. Personality and Social Psychology Review, 1, 170–182.
C. Wolters (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236–250.
C. A. Wolters , S. L. Yu , & P. R. Pintrich (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211–238.