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Evolving Definitions of Achievement Goals Evolving Definitions of Achievement Goals
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Learning versus Performance Goal Dichotomy Learning versus Performance Goal Dichotomy
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Achievement Goal Trichotomy Achievement Goal Trichotomy
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2 × 2 and 3 × 2 Achievement Goal Models and the Shift from Reasons to Aims 2 × 2 and 3 × 2 Achievement Goal Models and the Shift from Reasons to Aims
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Contemporary Trends in Achievement Goal Research Contemporary Trends in Achievement Goal Research
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Advent of the Goal Complex Model Advent of the Goal Complex Model
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Focus on Dominant Achievement Goals Focus on Dominant Achievement Goals
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Finer Distinctions between Multiple Types of Performance Goals Finer Distinctions between Multiple Types of Performance Goals
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Emerging Questions for Future Achievement Goal Research Emerging Questions for Future Achievement Goal Research
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How Do Achievement Goals Influence Memory Processes? How Do Achievement Goals Influence Memory Processes?
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Do Achievement Goals Change Over Time and, If So, Why? Do Achievement Goals Change Over Time and, If So, Why?
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For Whom and Under What Circumstances Does Each Achievement Goal Best Work? For Whom and Under What Circumstances Does Each Achievement Goal Best Work?
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What Now? Achievement Goal Theory at Its Critical Juncture What Now? Achievement Goal Theory at Its Critical Juncture
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Achievement Contexts as Precursors of Achievement Goals Achievement Contexts as Precursors of Achievement Goals
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Achievement Goal Interventions Achievement Goal Interventions
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Research into Extant Policies and Practices Research into Extant Policies and Practices
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Concluding Remarks Concluding Remarks
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References References
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Achievement Goal Theory at Its Critical Juncture: What Have We Learned and What More Do We Need to Learn?
Get accessDaegu National University of Education
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Published:21 June 2022
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Abstract
During the past several decades, achievement goal theory has inspired much research into the direction, strength, and quality of individuals’ achievement strivings and of associated cognitive, emotional, and behavioral engagement. Through relentless debate and conceptual evolution, the theory has embraced many alternative perspectives and novel methodologies and remains as one of the most relevant theories of achievement motivation in the classroom. In this chapter, we first survey major developments in the definitions, models, and conceptualizations of achievement goals and unresolved issues that require continued attention. We then introduce several prominent trends in contemporary achievement goal research, followed by emerging questions for future achievement goal research. Despite its long-lasting contributions to the field of educational psychology, we believe achievement goal theory has now reached its critical juncture. The courses of development in the next few years may determine the theory’s longevity as a viable account of human motivation, especially for children and adolescents in achievement settings. We believe the theory can take yet another step forward to maximizing its educational implications by carefully streamlining the findings across different frameworks and taking stock of various recent debates.
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