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- W2485755700 abstract "As core determinants of motivated behavior, goals are particularly important for achievement and learning, for example, with regard to preferences for challenging tasks (Dweck & Leggett, 1988), the use of learning strategies (Grant & Dweck, 2003; Liem, Lau, & Nie, 2008), procrastination (Wolters, 2003), emotions (Pekrun, Elliot, & Maier, 2006), and achievement (Grant & Dweck, 2003; Harackiewicz, Barron, Tauer, Carter, & Elliot, 2000). Goals are defined as cognitive representations of a future end state. This future end state is the point toward which behavior is focused (Elliot & Fryer, 2008). If students1 are engaged in an achievement task, they may do so with a specific aim. Hence, their level of cognitive engagement in the task will depend on the goal they strive for in that situation. Given the impact of goals for achievement and learning, theoretical clarity and coherence of the goal concept is crucial. Still, many conceptual inconsistencies and theoretical differences exist in the field of goals. Accordingly, meta-analyses have revealed considerable discrepancies in (achievement) goal research regarding the theoretical conceptualization of goals as stable traits or situ-ational goal strivings (Button, Mathieu, & Zajac, 1996; DeShon & Gillespie, 2005; Payne, Youngcourt, & Beaubien, 2007). It is questionable whether a goal is best defined as a stable dispositional tendency (trait goal) or as a varying situation-specific variable (state goal). The third alternative is that both perspectives are important. Thus, whether goals should be conceptualized as states or traits will affect the assumptions that can be made about their stability." @default.
- W2485755700 created "2016-08-23" @default.
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- W2485755700 date "2015-01-01" @default.
- W2485755700 modified "2023-09-23" @default.
- W2485755700 title "The Stability and Variability of Goals in Learning Contexts: A Systematic Literature Review and a Quantitative Investigation" @default.
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- W2485755700 doi "https://doi.org/10.1057/9781137467744_2" @default.
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