The role of goals and affect in working memory functioning
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Domain-specific self-regulated learning interventions for elementary school students
2023, Learning and Instruction2-dimensional cognitive test anxieties and their relationships with achievement goals, cognitive resources, motivational engagement, and academic performance
2021, Learning and Individual DifferencesCitation Excerpt :A confirmatory factor analysis (CFA) of the 1399 students produced the following results: χ2 (8, N = 1399) = 24.28, p < 0.05; RMSEA = 0.039, GFI = 0.99, AGFI = 0.98, NFI = 1.00, NNFI = 1.00, CFI = 1.00, and IFI = 1.00; the individual item reliability ranged between 0.51 and 0.91; the composite reliabilities of avoidance-mastery and avoidance-performance goals were 0.95 and 0.83, respectively, and the corresponding average variance extracted from the two factors were 0.86 and 0.63. A cognitive resources scale (four items, α = 0.93; e.g., “Before taking the science exam, I can fully be absorbed in preparing for the exam”), which was developed based on the studies of Linnenbrink et al. (1999) and Hoddap (1997). A CFA of the 1399 students produced the following results: χ2 (2, N = 1399) = 1.77, p < 0.05; RMSEA = 0.000, GFI = 1.00, AGFI = 1.00, NFI = 1.00, NNFI = 1.00, CFI = 1.00, and IFI = 1.00.
Effects of achievement goals on self-control
2021, Contemporary Educational PsychologyCitation Excerpt :Administration of the practice trials, achievement goal manipulations, and experimental tasks was processed by a computer program. After the experiment was completed, participants responded to a 5-item survey on task-irrelevant thoughts (e.g., “I thought about things other than the task”, Linnenbrink et al., 1999) and another 5-item survey on state anxiety (e.g., “During the task, I thought about how poorly I am doing compared with other students”, Duncan & McKeachie, 2005). The Cronbach’s alphas were 0.86 and 0.80, respectively.
The dynamics of motivation, emotion, and task performance in simulated achievement situations
2020, Learning and Individual DifferencesAffective profiles and academic success in a college science course
2017, Contemporary Educational Psychology