These are the sources and citations used to research motivation. This bibliography was generated on Cite This For Me on

  • Journal

    Ames, C. and Archer, J.

    Achievement goals in the classroom: Students' learning strategies and motivation processes.

    1988 - Journal of Educational Psychology

    In-text: (Ames and Archer, 1988)

    Your Bibliography: Ames, C. and Archer, J., 1988. Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80(3), pp.260-267.

  • Journal

    Ames, C.

    Classrooms: Goals, structures, and student motivation.

    1992 - Journal of Educational Psychology

    In-text: (Ames, 1992)

    Your Bibliography: Ames, C., 1992. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), pp.261-271.

  • Journal

    Bounoua, L., Cury, F., Regner, I., Huguet, P., Barron, K. E. and Elliot, A. J.

    Motivated use of information about others: Linking the 2 × 2 achievement goal model to social comparison propensities and processes

    2011 - British Journal of Social Psychology

    In-text: (Bounoua et al., 2011)

    Your Bibliography: Bounoua, L., Cury, F., Regner, I., Huguet, P., Barron, K. and Elliot, A., 2011. Motivated use of information about others: Linking the 2 × 2 achievement goal model to social comparison propensities and processes. British Journal of Social Psychology, 51(4), pp.626-641.

  • Journal

    Chen, W.

    The relations between perceived parenting styles and academic achievement in Hong Kong: The mediating role of students' goal orientations

    2015 - Learning and Individual Differences

    In-text: (Chen, 2015)

    Your Bibliography: Chen, W., 2015. The relations between perceived parenting styles and academic achievement in Hong Kong: The mediating role of students' goal orientations. Learning and Individual Differences, 37, pp.48-54.

  • Journal

    Cheng, R. W. and Lam, S.

    The interaction between social goals and self-construal on achievement motivation

    2013 - Contemporary Educational Psychology

    In-text: (Cheng and Lam, 2013)

    Your Bibliography: Cheng, R. and Lam, S., 2013. The interaction between social goals and self-construal on achievement motivation. Contemporary Educational Psychology, 38(2), pp.136-148.

  • Journal

    Ciani, K. D., Middleton, M. J., Summers, J. J. and Sheldon, K. M.

    Buffering against performance classroom goal structures: The importance of autonomy support and classroom community

    2010 - Contemporary Educational Psychology

    In-text: (Ciani, Middleton, Summers and Sheldon, 2010)

    Your Bibliography: Ciani, K., Middleton, M., Summers, J. and Sheldon, K., 2010. Buffering against performance classroom goal structures: The importance of autonomy support and classroom community. Contemporary Educational Psychology, 35(1), pp.88-99.

  • Journal

    Cury, F., Elliot, A. J., Da Fonseca, D. and Moller, A. C.

    The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework.

    2006 - Journal of Personality and Social Psychology

    In-text: (Cury, Elliot, Da Fonseca and Moller, 2006)

    Your Bibliography: Cury, F., Elliot, A., Da Fonseca, D. and Moller, A., 2006. The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 90(4), pp.666-679.

  • Journal

    Dekker, S. and Fischer, R.

    Cultural Differences in Academic Motivation Goals: A Meta-Analysis Across 13 Societies

    2008 - The Journal of Educational Research

    In-text: (Dekker and Fischer, 2008)

    Your Bibliography: Dekker, S. and Fischer, R., 2008. Cultural Differences in Academic Motivation Goals: A Meta-Analysis Across 13 Societies. The Journal of Educational Research, 102(2), pp.99-110.

  • Journal

    Dweck, C. S. and Leggett, E. L.

    A social^cognitive approach to motivation and personality.

    1988 - Psychological Review

    In-text: (Dweck and Leggett, 1988)

    Your Bibliography: Dweck, C. and Leggett, E., 1988. A social^cognitive approach to motivation and personality. Psychological Review, 95(2), pp.256-273.

  • Journal

    Dweck, C. S. and Leggett, E. L.

    A social^cognitive approach to motivation and personality.

    1988 - Psychological Review

    In-text: (Dweck and Leggett, 1988)

    Your Bibliography: Dweck, C. and Leggett, E., 1988. A social^cognitive approach to motivation and personality. Psychological Review, 95(2), pp.256-273.

  • Book

    Dweck, C. S.

    Self-theories

    1999 - Psychology Press - Philadelphia, PA

    In-text: (Dweck, 1999)

    Your Bibliography: Dweck, C., 1999. Self-theories. Philadelphia, PA: Psychology Press.

  • Journal

    Dweck, C. S., Chiu, C. and Hong, Y.

    Implicit Theories and Their Role in Judgments and Reactions: A Word From Two Perspectives

    1995 - Psychological Inquiry

    In-text: (Dweck, Chiu and Hong, 1995)

    Your Bibliography: Dweck, C., Chiu, C. and Hong, Y., 1995. Implicit Theories and Their Role in Judgments and Reactions: A Word From Two Perspectives. Psychological Inquiry, 6(4), pp.267-285.

  • Journal

    Givens Rolland, R.

    Synthesizing the Evidence on Classroom Goal Structures in Middle and Secondary Schools: A Meta-Analysis and Narrative Review

    2012 - Review of Educational Research

    In-text: (Givens Rolland, 2012)

    Your Bibliography: 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), pp.396-435.

  • Journal

    Ho, I. T. and Hau, K.

    Consequences of the Confucian culture: High achievement but negative psychological attributes?

    2010 - Learning and Individual Differences

    In-text: (Ho and Hau, 2010)

    Your Bibliography: Ho, I. and Hau, K., 2010. Consequences of the Confucian culture: High achievement but negative psychological attributes?. Learning and Individual Differences, 20(6), pp.571-573.

  • Journal

    Huang, C.

    Discriminant and criterion-related validity of achievement goals in predicting academic achievement: A meta-analysis.

    2012 - Journal of Educational Psychology

    In-text: (Huang, 2012)

    Your Bibliography: Huang, C., 2012. Discriminant and criterion-related validity of achievement goals in predicting academic achievement: A meta-analysis. Journal of Educational Psychology, 104(1), pp.48-73.

  • Journal

    Hulleman, C. S., Schrager, S. M., Bodmann, S. M. and Harackiewicz, J. M.

    A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?

    2010 - Psychological Bulletin

    In-text: (Hulleman, Schrager, Bodmann and Harackiewicz, 2010)

    Your Bibliography: Hulleman, C., Schrager, S., Bodmann, S. and Harackiewicz, J., 2010. A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?. Psychological Bulletin, 136(3), pp.422-449.

  • Journal

    Hulleman, C. S., Schrager, S. M., Bodmann, S. M. and Harackiewicz, J. M.

    A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?

    2010 - Psychological Bulletin

    In-text: (Hulleman, Schrager, Bodmann and Harackiewicz, 2010)

    Your Bibliography: Hulleman, C., Schrager, S., Bodmann, S. and Harackiewicz, J., 2010. A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?. Psychological Bulletin, 136(3), pp.422-449.

  • Journal

    Kaplan, A. and Maehr, M. L.

    The Contributions and Prospects of Goal Orientation Theory

    2007 - Educational Psychology Review

    In-text: (Kaplan and Maehr, 2007)

    Your Bibliography: Kaplan, A. and Maehr, M., 2007. The Contributions and Prospects of Goal Orientation Theory. Educational Psychology Review, 19(2), pp.141-184.

  • Journal

    Kim, J., Schallert, D. L. and Kim, M.

    An integrative cultural view of achievement motivation: Parental and classroom predictors of children's goal orientations when learning mathematics in Korea.

    2010 - Journal of Educational Psychology

    In-text: (Kim, Schallert and Kim, 2010)

    Your Bibliography: Kim, J., Schallert, D. and Kim, M., 2010. An integrative cultural view of achievement motivation: Parental and classroom predictors of children's goal orientations when learning mathematics in Korea. Journal of Educational Psychology, 102(2), pp.418-437.

  • Journal

    Kim, J., Schallert, D. L. and Kim, M.

    An integrative cultural view of achievement motivation: Parental and classroom predictors of children's goal orientations when learning mathematics in Korea.

    2010 - Journal of Educational Psychology

    In-text: (Kim, Schallert and Kim, 2010)

    Your Bibliography: Kim, J., Schallert, D. and Kim, M., 2010. An integrative cultural view of achievement motivation: Parental and classroom predictors of children's goal orientations when learning mathematics in Korea. Journal of Educational Psychology, 102(2), pp.418-437.

  • Journal

    Lau, K. and Lee, J. C. K.

    Validation of a Chinese achievement goal orientation questionnaire

    2008 - British Journal of Educational Psychology

    In-text: (Lau and Lee, 2008)

    Your Bibliography: Lau, K. and Lee, J., 2008. Validation of a Chinese achievement goal orientation questionnaire. British Journal of Educational Psychology, 78(2), pp.331-353.

  • Journal

    Lau, S. and Nie, Y.

    Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions.

    2008 - Journal of Educational Psychology

    In-text: (Lau and Nie, 2008)

    Your Bibliography: Lau, S. and Nie, Y., 2008. Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions. Journal of Educational Psychology, 100(1), pp.15-29.

  • Journal

    Liem, G. A. D., Martin, A. J., Porter, A. L. and Colmar, S.

    Sociocultural antecedents of academic motivation and achievement: Role of values and achievement motives in achievement goals and academic performance

    2012 - Asian Journal of Social Psychology

    In-text: (Liem, Martin, Porter and Colmar, 2012)

    Your Bibliography: Liem, G., Martin, A., Porter, A. and Colmar, S., 2012. Sociocultural antecedents of academic motivation and achievement: Role of values and achievement motives in achievement goals and academic performance. Asian Journal of Social Psychology, 15(1), pp.1-13.

  • Journal

    Luo, W., Hogan, D. and Paris, S. G.

    Predicting Singapore students' achievement goals in their English study: Self-construal and classroom goal structure

    2011 - Learning and Individual Differences

    In-text: (Luo, Hogan and Paris, 2011)

    Your Bibliography: Luo, W., Hogan, D. and Paris, S., 2011. Predicting Singapore students' achievement goals in their English study: Self-construal and classroom goal structure. Learning and Individual Differences, 21(5), pp.526-535.

  • Journal

    Luo, W., Paris, S. G., Hogan, D. and Luo, Z.

    Do performance goals promote learning? A pattern analysis of Singapore students’ achievement goals

    2011 - Contemporary Educational Psychology

    In-text: (Luo, Paris, Hogan and Luo, 2011)

    Your Bibliography: Luo, W., Paris, S., Hogan, D. and Luo, Z., 2011. Do performance goals promote learning? A pattern analysis of Singapore students’ achievement goals. Contemporary Educational Psychology, 36(2), pp.165-176.

  • Journal

    Maehr, M. L. and Maehr, J. M.

    "Schools Aren't as Good as They Used to Be; They Never Were"

    1996 - Educational Researcher

    In-text: (Maehr and Maehr, 1996)

    Your Bibliography: Maehr, M. and Maehr, J., 1996. "Schools Aren't as Good as They Used to Be; They Never Were." Educational Researcher, 25(8), p.21.

  • Journal

    Meece, J. L., Anderman, E. M. and Anderman, L. H.

    Classroom Goal Structure, Student Motivation, and Academic Achievement

    2006 - Annu. Rev. Psychol.

    In-text: (Meece, Anderman and Anderman, 2006)

    Your Bibliography: Meece, J., Anderman, E. and Anderman, L., 2006. Classroom Goal Structure, Student Motivation, and Academic Achievement. Annu. Rev. Psychol., 57(1), pp.487-503.

  • Journal

    Mok, M. M. C., Kennedy, K. J. and Moore, P. J.

    Academic attribution of secondary students: gender, year level and achievement level

    2011 - Educational Psychology

    In-text: (Mok, Kennedy and Moore, 2011)

    Your Bibliography: Mok, M., Kennedy, K. and Moore, P., 2011. Academic attribution of secondary students: gender, year level and achievement level. Educational Psychology, 31(1), pp.87-104.

  • Journal

    Murayama, K. and Elliot, A. J.

    The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes.

    2009 - Journal of Educational Psychology

    In-text: (Murayama and Elliot, 2009)

    Your Bibliography: Murayama, K. and Elliot, A., 2009. The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. Journal of Educational Psychology, 101(2), pp.432-447.

  • Journal

    Murayama, K., Elliot, A. J. and Yamagata, S.

    Separation of performance-approach and performance-avoidance achievement goals: A broader analysis.

    2011 - Journal of Educational Psychology

    In-text: (Murayama, Elliot and Yamagata, 2011)

    Your Bibliography: Murayama, K., Elliot, A. and Yamagata, S., 2011. Separation of performance-approach and performance-avoidance achievement goals: A broader analysis. Journal of Educational Psychology, 103(1), pp.238-256.

  • Journal

    Murayama, K., Zhou, M. and Nesbit, J. C.

    A Cross-Cultural Examination of the Psychometric Properties of Responses to the Achievement Goal Questionnaire

    2009 - Educational and Psychological Measurement

    In-text: (Murayama, Zhou and Nesbit, 2009)

    Your Bibliography: Murayama, K., Zhou, M. and Nesbit, J., 2009. A Cross-Cultural Examination of the Psychometric Properties of Responses to the Achievement Goal Questionnaire. Educational and Psychological Measurement, 69(2), pp.266-286.

  • Journal

    Nie, Y. and Liem, G. A. D.

    Extending antecedents of achievement goals: The double-edged sword effect of social-oriented achievement motive and gender differences

    2013 - Learning and Individual Differences

    In-text: (Nie and Liem, 2013)

    Your Bibliography: Nie, Y. and Liem, G., 2013. Extending antecedents of achievement goals: The double-edged sword effect of social-oriented achievement motive and gender differences. Learning and Individual Differences, 23, pp.249-255.

  • Journal

    Pintrich, P. R.

    An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research

    2000 - Contemporary Educational Psychology

    In-text: (Pintrich, 2000)

    Your Bibliography: Pintrich, P., 2000. An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research. Contemporary Educational Psychology, 25(1), pp.92-104.

  • Journal

    Senko, C., Durik, A. M., Patel, L., Lovejoy, C. M. and Valentiner, D.

    Performance-approach goal effects on achievement under low versus high challenge conditions

    2013 - Learning and Instruction

    In-text: (Senko et al., 2013)

    Your Bibliography: Senko, C., Durik, A., Patel, L., Lovejoy, C. and Valentiner, D., 2013. Performance-approach goal effects on achievement under low versus high challenge conditions. Learning and Instruction, 23, pp.60-68.

  • Journal

    Senko, C., Hulleman, C. S. and Harackiewicz, J. M.

    Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions

    2011 - Educational Psychologist

    In-text: (Senko, Hulleman and Harackiewicz, 2011)

    Your Bibliography: Senko, C., Hulleman, C. and Harackiewicz, J., 2011. Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions. Educational Psychologist, 46(1), pp.26-47.

  • Journal

    Shim, S. S., Cho, Y. and Wang, C.

    Classroom goal structures, social achievement goals, and adjustment in middle school

    2013 - Learning and Instruction

    In-text: (Shim, Cho and Wang, 2013)

    Your Bibliography: Shim, S., Cho, Y. and Wang, C., 2013. Classroom goal structures, social achievement goals, and adjustment in middle school. Learning and Instruction, 23, pp.69-77.

  • Journal

    Sun, H. and Hernandez, D.

    Testing Structural Invariance of the Achievement Goal Questionnaire in American, Chinese, and Dutch College Students

    2012 - Measurement and Evaluation in Counseling and Development

    In-text: (Sun and Hernandez, 2012)

    Your Bibliography: Sun, H. and Hernandez, D., 2012. Testing Structural Invariance of the Achievement Goal Questionnaire in American, Chinese, and Dutch College Students. Measurement and Evaluation in Counseling and Development, 45(4), pp.257-269.

  • Journal

    Tze, V. M., Daniels, L. M., Klassen, R. M. and Li, J. C.

    Canadian and Chinese university students' approaches to coping with academic boredom

    2013 - Learning and Individual Differences

    In-text: (Tze, Daniels, Klassen and Li, 2013)

    Your Bibliography: Tze, V., Daniels, L., Klassen, R. and Li, J., 2013. Canadian and Chinese university students' approaches to coping with academic boredom. Learning and Individual Differences, 23, pp.32-43.

  • Journal

    Van Yperen, N. W., Elliot, A. J. and Anseel, F.

    The influence of mastery-avoidance goals on performance improvement

    2009 - Eur. J. Soc. Psychol.

    In-text: (Van Yperen, Elliot and Anseel, 2009)

    Your Bibliography: Van Yperen, N., Elliot, A. and Anseel, F., 2009. The influence of mastery-avoidance goals on performance improvement. Eur. J. Soc. Psychol., 39(6), pp.932-943.

  • Journal

    Wolters, C. A.

    Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement.

    2004 - Journal of Educational Psychology

    In-text: (Wolters, 2004)

    Your Bibliography: Wolters, C., 2004. Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement. Journal of Educational Psychology, 96(2), pp.236-250.

  • Journal

    Wu, C. and Chen, L. H.

    Examining Dual Meanings of Items in 2 x 2 Achievement Goal Questionnaires Through MTMM Modeling and MDS Approach

    2010 - Educational and Psychological Measurement

    In-text: (Wu and Chen, 2010)

    Your Bibliography: Wu, C. and Chen, L., 2010. Examining Dual Meanings of Items in 2 x 2 Achievement Goal Questionnaires Through MTMM Modeling and MDS Approach. Educational and Psychological Measurement, 70(2), pp.305-322.

  • Journal

    Yeager, D. S. and Dweck, C. S.

    Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed

    2012 - Educational Psychologist

    In-text: (Yeager and Dweck, 2012)

    Your Bibliography: Yeager, D. and Dweck, C., 2012. Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed. Educational Psychologist, 47(4), pp.302-314.

  • Journal

    Yeager, D. S., Johnson, R., Spitzer, B. J., Trzesniewski, K. H., Powers, J. and Dweck, C. S.

    The far-reaching effects of believing people can change: Implicit theories of personality shape stress, health, and achievement during adolescence.

    2014 - Journal of Personality and Social Psychology

    In-text: (Yeager et al., 2014)

    Your Bibliography: Yeager, D., Johnson, R., Spitzer, B., Trzesniewski, K., Powers, J. and Dweck, C., 2014. The far-reaching effects of believing people can change: Implicit theories of personality shape stress, health, and achievement during adolescence. Journal of Personality and Social Psychology, 106(6), pp.867-884.

  • Journal

    Yeager, D. S., Trzesniewski, K. H. and Dweck, C. S.

    An Implicit Theories of Personality Intervention Reduces Adolescent Aggression in Response to Victimization and Exclusion

    2013 - Child Dev

    In-text: (Yeager, Trzesniewski and Dweck, 2013)

    Your Bibliography: Yeager, D., Trzesniewski, K. and Dweck, C., 2013. An Implicit Theories of Personality Intervention Reduces Adolescent Aggression in Response to Victimization and Exclusion. Child Dev, 84(3), pp.970-988.

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