Anderman, E. M., Austin, C. C., & Johnson, D. M. (2002). The development of goal orientation. In Wigfield, A. & Eccles, J. S. (Eds.), Development of achievement motivation (pp. 197–220). San Diego, CA: Academic Press.
Barkoukis, V., Ntoumanis, N., & Nikitaras, N. (2007). Comparing dichotomous and trichotomous approaches to achievement goal theory: An example using motivational regulations as outcome variables. British Journal of Educational Psychology, 77, 683–702. http://dx.doi.org/10.1348/000709906X171901
Bentler, P. M., & Wu, E. J. W. (2004). EQS 6.1 for Windows. Encino, CA: Multivariate Software.
Bong, M. (2005). Within-grade changes in Korean girls’ motivation and perceptions of the learning environment across domains and achievement levels. Journal of Educational Psychology, 97, 656–672. http://dx.doi.org/10.1037/0022-06188.8.131.526
Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation on self-regulation and performance among college students. British Journal of Educational Psychology, 65, 317–329. http://dx.doi.org/10.1111/j.2044-8279.1995.tb01152.x
Butler, R. (2006). Are mastery and ability goals both adaptive? Evaluation, initial goal construction and the quality of task engagement. British Journal of Psychology, 76, 595–611. http://dx.doi.org/10.1348/000709905X52319
Cain, K. M., & Dweck, C. S. (1995). The relation between motivational patterns and achievement cognitions through the elementary years. Merrill-Palmer Quarterly, 41, 25–52.
Calado, M. (2009). Natureza e dimensões dos objectivos de realização em estudantes do 3° ciclo do ensino básico [). Universidade do Porto, Portugal.
Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43–54. http://dx.doi.org/10.1037//0022-06184.108.40.206
Dweck, C. (1996). Implicit theories as organizers of goals and behavior. In Gollwitzer, P. M. & Bargh, J. A. (Eds.), The psychology of action (pp. 69–90). New York, NY: The Guilford Press.
Eccles, J. S., & Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescents. In Ames, R. E. & Ames, C. (Eds.), Research on motivation in education: Goals and cognitions (Vol. 3., pp. 139–186). New York, NY: Academic Press.
Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In Elliot, A. J. & Dweck, C. (Eds.), Handbook of competence and motivation (pp. 52–72). New York, NY: Guilford Press.
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461–475. http://dx.doi.org/10.1037//0022-35220.127.116.111
Elliot, A. J., & McGregor, H. A. (2001). A 2X2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519.
Gonçalves, T., Lemos, M. S., & Rodrigues, L. P. (2008). Adaptação do questionário de objectivos de realização do Patterns of Adaptive Learning Scales (PALS) [Adaptation of the personal goals scale of the Patterns of Adaptive Learning Scales]. In Noronha, A. P., Machado, C., Almeida, L., Gonçalves, M., Martins, S., & Ramalho, V. (Eds.), Actas da XIII Conferência Internacional: Avaliação Psicológica- Formas e contextos (pp. ) (pp. 1–13). .
Greene, B. A., & Miller, R. B. (1996). Influences on achievement: Goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology, 21, 181–192. http://dx.doi.org/10.1006/ceps.1996.0015
Harackiewicz, J. M., Barron, K. E., & Elliot, A. J. (1998). Rethinking achievement goals: When are they adaptive for college students and why?
Educational Psychologist, 33, 1–21. http://dx.doi.org/10.1207/s15326985ep3301_1
Hu, L., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling, 6, 1–55. http://dx.doi.org/10.1080/10705519909540118
Hulleman, C. S., Schrager, S. M., Bodman, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?
Psychological Bulletin, 136, 422–449. http://dx.doi.org/10.1037/a0018947
Lemos, M. S., Leite, T., & Lopes, C. (2007, August). .
Matos, L., Lens, W., & Vansteenkiste, M. (2009). School culture matters for teachers’ and students’ achievement goals. In Kaplan, A., Karabenick, S., & De Groot, E. (Eds.), Culture, self, and motivation: Essays in honor of Martin L. Maehr. (pp. 161–181). Greenwich, CT: Information Age.
Midgley, C. (1993). Motivation and middle level schools. In Maehr, M. L. & Pintrich, P. R. (Eds.), Advances in motivation and achievement. (Vol. 8., pp. 217–274.). Greenwich, CT: JAI Press.
Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?
Journal of Educational Psychology, 93, 77–86. http://dx.doi.org/10.1037/0022-0618.104.22.168
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., … Urdan, T. (2000). Manual for the patterns of adaptive learning scales. Michigan, MI: University of Michigan.
Mouratidis, A., Lens, W., & Sideridis, G. D. (2010). On the differentiation of achievement goal orientations in physical education: A Rasch analysis approach. Educational Psychology, 30, 671–697. http://dx.doi.org/10.1080/01443410.2010.500281
Nicholls, J. G., & Miller, A. T. (1983). The differentiation of the concepts of difficulty and ability. Child Development, 54, 951–959. http://dx.doi.org/10.2307/1129899
Nicholls, J. G., & Miller, A. T. (1984). Developments and its discontents: The differentiation of the concept of ability. In Nicholls, J. G. (Ed.), Advances in motivation and achievement (pp. 185–218). Greenwich, CT: JAI Press.
Niemivirta, M. (2002). Motivation and performance in context: The influence of goal orientations and instructional setting on situational appraisals and task performance. Psychologia, 45, 250–270. http://dx.doi.org/10.2117/psysoc.2002.250
Nuttin, J. (1984). Motivation, planning and action: A relational theory of behavior dynamics. Leuven, Belgium: Leuven University Press.
Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory and research. Contemporary Educational Psychology, 25, 92–104. http://dx.doi.org/10.1006/ceps.1999.1017
Pintrich, P., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40. http://dx.doi.org/10.1037/0022-0622.214.171.124
Pintrich, P., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In Maher, M. L. & Pintrich, P. R. (Eds.), Advances in motivation and achievement: Goals and self-regulatory processes (pp. 371–402). Greenwich, CT: JAI Press.
Pulkka, A. T., & Niemivirta, M. (2013). Adult students' achievement goal orientations and evaluations of the learning environment: A person-centred longitudinal analysis. Educational Research & Evaluation, 19, 297–322. http://dx.doi.org/10.1080/13803611.2013.767741
Ryan, R. M., Sheldon, K. M., Kasser, T., & Deci, E. L. (1996). All goals are not created equal. An organismic perspective on the nature of goals and their regulation. In Gollwitzer, P. M. & Bargh, J. A. (Eds.), The psychology of action (pp. 7–26). New York, NY: The Guilford Press.
Shan, J. Y., & Kruglanski, A. W. (2000). Aspects of goal networks: Implications for self-regulation. In Boekaerts, M., Pintrich, P., & Zeidner, M. (Eds.), Handbook of self-regulation (pp. 85–110). San Diego, CA: Academic Press.
Sideridis, G. D., & Mouratidis, A. (2008). Forced choice versus open-ended assessments of goal orientations: A descriptive study. International Review of Social Psychology, 21, 219–248.
Skaalvik, E. M. (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. http://dx.doi.org/10.1037/0022-06126.96.36.199
Stipek, D. (2002). Good instruction is motivating. In Wigfield, A. & Eccles, J. S. (Eds.), Development of achievement motivation (pp. 197–220). San Diego, CA: Academic Press.
Urdan, T. (1997). Achievement goal theory: Past results, future directions. In Maher, M. L. & Pintrich, P. R. (Eds.), Advances in Motivation and Achievement. (Vol 10, pp. 99–141). Greenwich, CT: JAI Press.
Urdan, T. (2004). Can achievement goal theory guide school reform? In Pintrich, P. R. & Maehr, M. L. (Eds.), Advances in motivation and achievement: Motivating students, improving schools: The legacy of Carol Midgley (Vol. 13, pp. 361–392). Oxford, UK: Elsevier.
Urdan, T., Kneisel, L., & Mason, V. (1999). Interpreting messages about motivation in the classroom: Examining the effects of achievement goal structures. In Urdan, T. (Ed.), Advances in motivation and achievement (Vol. 11, pp. 123–158). Greenwich, CT: JAI Press.
Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211–238. http://dx.doi.org/10.1016/s1041-6080(96)90015-1