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      Do goals lead to outcomes or can it be the other way around?: Causal ordering of mastery goals, metacognitive strategies, and achievement

      1 , 2
      British Journal of Educational Psychology
      Wiley

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          Most cited references33

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          Goals: An approach to motivation and achievement.

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            A meta-analytic examination of the goal orientation nomological net.

            The authors present an empirical review of the literature concerning trait and state goal orientation (GO). Three dimensions of GO were examined: learning, prove performance, and avoid performance along with presumed antecedents and proximal and distal consequences of these dimensions. Antecedent variables included cognitive ability, implicit theory of intelligence, need for achievement, self-esteem, general self-efficacy, and the Big Five personality characteristics. Proximal consequences included state GO, task-specific self-efficacy, self-set goal level, learning strategies, feedback seeking, and state anxiety. Distal consequences included learning, academic performance, task performance, and job performance. Generally speaking, learning GO was positively correlated, avoid performance GO was negatively correlated, and prove performance GO was uncorrelated with these variables. Consistent with theory, state GO tended to have stronger relationships with the distal consequences than did trait GO. Finally, using a meta-correlation matrix, the authors found that trait GO predicted job performance above and beyond cognitive ability and personality. These results demonstrate the value of GO to organizational researchers. 2007 APA, all rights reserved
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              Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement.

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                Author and article information

                Journal
                British Journal of Educational Psychology
                Br J Educ Psychol
                Wiley
                00070998
                June 2016
                June 2016
                February 29 2016
                : 86
                : 2
                : 296-312
                Affiliations
                [1 ]Department of Curriculum and Instruction; The Hong Kong Institute of Education; Tai Po Hong Kong
                [2 ]Department of Special Education and Counselling; The Hong Kong Institute of Education; Tai Po Hong Kong
                Article
                10.1111/bjep.12107
                46e46566-a626-4ebb-aedb-1e5456e1e751
                © 2016

                http://doi.wiley.com/10.1002/tdm_license_1.1

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