International journal of educational research

• 

  Año 2003, Número 4

  • Editor's introduction to special issue on academic goal orientation

    Georgios D. Sideridis

    págs. 311-318

    

  • Current issues in achievement goal theory and research

    Paul R. Pintrich, Anne Marie M. Conley, Toni M. Kempler

    págs. 319-337

    

  • Performance-approach goals: good or bad forms of regulation?

    Andrew J. Elliot, Arlen C. Moller

    págs. 339-356

    

  • Revisiting the benefits of performance-approach goals in the college classroom: exploring the role of goals in advanced college courses

    Judith M. Harackiewicz, Kenneth E. Barron

    págs. 357-374

    

  • The importance of emotion in theories of motivation: empirical, methodological, and theoretical considerations from a goal theory perspective

    Debra K. Meyer, Amy Schweinle, Julianne C. Turner

    págs. 375-393

    

  • Congruence between students¿ and teachers¿ goals: implications for social and academic motivation

    Kathryn Wentzel, Christopher Spera

    págs. 395-413

    

  • Correlates of achievement goal orientations in physical education

    Nikos Ntoumanis, Joan L. Duda

    págs. 415-436

    

  • Achievement goal orientations in writing:a developmental perspective

    Yuk F. Cheong, Frank Pajares

    págs. 437-455

    

  • Relations of learner-centered teaching practices to adolescents¿ achievement goals

    Judith L. Meece, Barbara L. McCombs, Phillip Herman

    págs. 457-475

    

  • Goal orientation and reading comprehension strategy use among students with and without reading difficulties

    Susana Padeliadu, George Botsas

    págs. 477-495

    

  • On the origins of helpless behavior of students with learning disabilities: avoidance motivation?

    Georgios D. Sideridis

    págs. 497-517