Journal of School and Educational Psychology

Al-Emadi, A. A. (2001). The relationships among achievement, goal orientation, and study strategies. Social Behavior and Personality: an international journal, 29(8), 823-832. https://doi.org/10.2224/sbp.2001.29.8.823

Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267. https://doi.org/10.1037/0022-0663.80.3.260

Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools. Contemporary educational psychology, 22(3), 269-298. https://doi.org/10.1006/ceps.1996.0926

Anderman, E. M., & Young, A. J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of research in science teaching, 31(8), 811-831. https://doi.org/10.1002/tea.3660310805

Anderman, L. H., & Anderman, E. M. (1999). Social predictors of changes in students' achievement goal orientations. Contemporary Educational Psychology, 24(1), 21-37. https://doi.org/10.1006/ceps.1998.0978

Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Εducational Research, 64(2), 287-309. https://doi.org/10.3102/00346543064002287

Anderman, E. M., Maehr, M. L., & Midgley, C. (1999). Declining motivation after the transition to middle school: Schools can make a difference. Journal of Research & Development in Education 32(3), 131–147.

Bardach, L., Oczlon, S., Pietschnig, J., & Lüftenegger, M. (2020). Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals. Journal of Educational Psychology, 112(6), 1197. https://doi.org/10.1037/edu0000419

Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80(5), 706-722. https://doi.org/10.1037/0022-3514.80.5.706

Biddle, S., & Goudas, M. (1996). Analysis of children's physical activity and its association with adult encouragement and social cognitive variables. Journal of School Health, 66(2), 75-78.

https://doi.org/10.1111/j.1746-1561.1996.tb07914.x

Bong, M. (2009). Age-related differences in achievement goal differentiation. Journal of educational psychology, 101(4), 879. https://doi.org/10.1037/a0015945

Bru, E., Stornes, T., Munthe, E., & Thuen, E. (2010). Students' perceptions of teacher support across the transition from primary to secondary school. Scandinavian Journal of Educational Research, 54(6), 519-533. https://doi.org/10.1080/00313831.2010.522842

Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of educational psychology, 93(1), 43. https://doi.org/10.1037/0022-0663.93.1.43

Diseth, Å., Danielsen, A. G., & Samdal, O. (2012). A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students. Educational Psychology, 32(3), 335-354. https://doi.org/10.1080/01443410.2012.657159

Diseth, Å., & Samdal, O. (2014). Autonomy support and achievement goals as predictors of perceived school performance and life satisfaction in the transition between lower and upper secondary school. Social Psychology of Education, 17, 269-291. https://doi.org/10.1007/s11218-013-9244-4

Elliot, A. J. (2005). A conceptual history of the achievement goal construct. Handbook of competence and motivation, 16(2005), 52-72.

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(3), 461. https://doi.org/10.1037/0022-3514.70.3.461

Elliot, A. J., & Hulleman, C. S. (2017). Achievement goals. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (pp. 43–60). The Guilford Press. https://psycnet.apa.org/record/2017-17591-004

Elliot, A. J., & McGregor, H. A. (2001). A 2× 2 achievement goal framework. Journal of personality and social psychology, 80(3), 501. https://doi.org/10.1037/0022-3514.80.3.501

Freeman, T. M., & Anderman, L. H. (2005). Changes in Mastery Goals in Urban and Rural Middle School Students. Journal of Research in Rural Education, 20(1), 1-12.

Gillet, N., Vallerand, R. J., & Lafrenière, M. A. K. (2012). Intrinsic and extrinsic school motivation as a function of age: The mediating role of autonomy support. Social Psychology of Education, 15, 77-95. https://doi.org/10.1007/s11218-011-9170-2

Givens Rolland, R. (2012). Synthesizing the evidence on classroom goal structures in middle and secondary schools: A meta-analysis and narrative review. Review of Educational Research, 82(4), 396-435. https://doi.org/10.3102/0034654312464909

Gonida, E. N., Voulala, K., & Kiosseoglou, G. (2009). Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual differences, 19(1), 53-60. https://doi.org/10.1016/j.lindif.2008.04.002

Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of educational psychology, 93(1), 3. https://doi.org/10.1037/0022-0663.93.1.3

Gkontelos, A., Vaiopoulou, J., & Stamovlasis, D. (2021). Teachers’ Irrational Belief Scale: Psychometric Properties of the Greek version and Measurement Invariance across genders. Behavioral Sciences, 11, 160. https://doi.org/10.3390/bs11110160

Gkontelos, A., Vaiopoulou, J., & Stamovlasis, D. (2022). Teachers’ Innovative Work Behavior Scale: Psychometric Properties of the Greek Version and Measurement Invariance across Genders. Social Sciences, 11(7), 306. https://doi.org/10.3390 /socsci11070306

Guan, J., Xiang, P., McBride, R., & Bruene, A. (2006). Achievement goals, social goals, and students’ reported persistence and effort in high school physical education. Journal of Teaching in Physical Education, 25(1), 58-74. https://doi.org/10.1123/jtpe.25.1.58

Kaplan, A., Gheen, M., & Midgley, C. (2002). Classroom goal structure and student disruptive behaviour. British journal of educational psychology, 72(2), 191-211. https://doi.org/10.1348/000709902158847

Kaplan, A., & Maehr, M. L. (1999). Achievement goals and student well-being. Contemporary educational psychology, 24(4), 330-358. https://doi.org/10.1006/ceps.1999.0993

Lee, M., & Bong, M. (2016). In their own words: Reasons underlying the achievement striving of students in schools. Journal of Educational Psychology, 108(2), 274. https://doi.org/10.1037/edu0000048

Linnenbrink-Garcia, L., Wormington, S. V., Snyder, K. E., Riggsbee, J., Perez, T., Ben-Eliyahu, A., & Hill, N. E. (2018). Multiple pathways to success: An examination of integrative motivational profiles among upper elementary and college students. Journal of Educational Psychology, 110(7), 1026-1048. https://doi.org/10.1037/edu0000245

Lüftenegger, M., Tran, U. S., Bardach, L., Schober, B., & Spiel, C. (2017). Measuring a mastery goal structure using the TARGET framework. Zeitschrift für Psychologie. https://doi.org/10.1027/2151-2604/a000277

Luo, W., Paris, S. G., Hogan, D., & Luo, Z. (2011). Do performance goals promote learning? A pattern analysis of Singapore students’ achievement goals. Contemporary educational psychology, 36(2), 165-176. https://doi.org/10.1016/j.cedpsych.2011.02.003

Maulana, R., Opdenakker, M. C., & Bosker, R. (2016). Teachers' instructional behaviors as important predictors of academic motivation: Changes and links across the school year. Learning and Individual Differences, 50, 147-156. https://doi.org/10.1016/j.lindif.2016.07.019

Meece, J. L., & Miller, S. D. (2001). A longitudinal analysis of elementary school students' achievement goals in literacy activities. Contemporary Educational Psychology, 26(4), 454-480. https://doi.org/10.1006/ceps.2000.1071

Meece, J. L., Herman, P., & McCombs, B. L. (2003). Relations of learner-centered teaching practices to adolescents’ achievement goals. International Journal of Educational Research, 39(4-5), 457-475. https://doi.org/10.1016/j.ijer.2004.06.009

Meece, J. L., Glienke, B. B., & Askew, K. (2009). Gender and motivation. Handbook of motivation at school, 425-446.

Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L. H., Anderman, E., & Roeser, R. (1998). The development and validation of scales assessing students' achievement goal orientations. Contemporary Educational Psychology, 23(2), 113-131. https://doi.org/10.1006/ceps.1998.0965

Öztürk, G., & Gürbüz, N. (2013). The impact of gender on foreign language speaking anxiety and motivation. Procedia-social and behavioral Sciences, 70, 654-665. https://doi.org/10.1016/j.sbspro.2013.01.106

Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of educational Psychology, 101(1), 115. https://doi.org/10.1037/a0013383

Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of educational psychology, 88(3), 408. https://doi.org/10.1037/0022-0663.88.3.408

Schmidt, A., Neubauer, A. B., Dirk, J., & Schmiedek, F. (2020). The bright and the dark side of peer relationships: Differential effects of relatedness satisfaction and frustration at school on affective well-being in children’s daily lives. Developmental psychology, 56(8), 1532. https://doi.org/10.1037/dev0000997

Schwinger, M., & Stiensmeier‐Pelster, J. (2011). Performance‐approach and performance‐avoidance classroom goals and the adoption of personal achievement goals. British Journal of Educational Psychology, 81(4), 680-699. https://doi.org/10.1111/j.2044-8279.2010.02012.x

Schwinger, M., & Wild, E. (2012). Prevalence, stability, and functionality of achievement goal profiles in mathematics from third to seventh grade. Contemporary Educational Psychology, 37(1), 1-13. https://doi.org/10.1016/j.cedpsych.2011.08.001

Senko, C. (2019). When do mastery and performance goals facilitate academic achievement? Contemporary Educational Psychology, 59, 101795. https://doi.org/10.1016/j.cedpsych.2019.101795

Senko, C., & Dawson, B. (2017). Performance-approach goal effects depend on how they are defined: Meta-analytic evidence from multiple educational outcomes. Journal of Educational Psychology, 109(4), 574-598. https://doi.org/10.1037/edu0000160

Sideridis, G. D. (2005). Goal Orientation, Academic Achievement, and Depression: Evidence in Favor of a Revised Goal Theory Framework. Journal of educational psychology, 97(3), 366. https://doi.org/10.1037/0022-0663.97.3.366

Sideridis, G. D., & Stamovlasis, D. (2014). The role of goal orientations in explaining academic cheating in students with learning disabilities: An application of the cusp catastrophe. Ethics & Behavior, 24(6), 444-466. https://doi.org/10.1080/10508422.2013.877393

Stamovlasis, D., & Gonida, S. N. (2018). Dynamic Effects of Performance-Avoidance Goal Orientation on Student Achievement in Language and Mathematics. Nonlinear Dynamics, Psychology, and Life Sciences, 22(3), 335-358. https://europepmc.org/article/med/29908058

Stavropoulou, G, Stamovlasis, D, and Gonida, S. E. (2023). Probing the effects of perceived teacher goals and achievement-goal orientations on students’ self-efficacy, cognitive and metacognitive strategies in writing: A person-centered approach. Learning and Motivation, 82, 101888. https://doi.org/10.1016/j.lmot.2023.101888

Urdan, T. (2010). The challenges and promise of research on classroom goal structures. In Handbook of research on schools, schooling, and human development (pp. 110-126). Routledge. https://doi.org/10.4324/9780203874844

Urdan, T., & Midgley, C. (2003). Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence. Contemporary educational psychology, 28(4), 524-551. https://doi.org/10.1016/S0361-476X(02)00060-7

Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. Development of achievement motivation, 91-120. https://doi.org/10.1016/B978-012750053-9/50006-1

Wimmer, S., Lackner, H. K., Papousek, I., & Paechter, M. (2018). Goal orientations and activation of approach versus avoidance motivation while awaiting an achievement situation in the laboratory. Frontiers in psychology, 9, 1552. https://doi.org/10.3389/fpsyg.2018.01552

Wolters, C. A. (2004). Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement. Journal of Educational Psychology, 96(2), 236. https://doi.org/10.1037/0022-0663.96.2.236

Xiang, P., & Lee, A. (2002). Achievement goals, perceived motivational climate, and students' self-reported mastery behaviors. Research Quarterly for Exercise and Sport, 73(1), 58-65. https://doi.org/10.1080/02701367.2002.10608992