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judith harackiewicz
judith harackiewicz
Professor of Psychology, University of Wisconsin - Madison
Potvrđena adresa e-pošte na wisc.edu
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Citirano
Citirano
Godina
Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis
AJ Elliot, JM Harackiewicz
Journal of Personality and Social Psychology 70, 661-475, 1996
8253*1996
A 2× 2 achievement goal framework.
AJ Elliot, HA McGregor
Journal of personality and social psychology 80 (3), 501, 2001
58782001
Motivating the academically unmotivated: A critical issue for the 21st century
S Hidi, JM Harackiewicz
Review of educational research 70 (2), 151-179, 2000
28662000
Revision of achievement goal theory: Necessary and illuminating.
JM Harackiewicz, KE Barron, PR Pintrich, AJ Elliot, TM Thrash
American Psychological Association 94 (3), 638, 2002
20252002
Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation.
JM Harackiewicz, KE Barron, JM Tauer, AJ Elliot
Journal of educational psychology 94 (3), 562, 2002
14572002
Achievement goals and optimal motivation: testing multiple goal models.
KE Barron, JM Harackiewicz
Journal of personality and social psychology 80 (5), 706, 2001
14572001
Short-term and long-term consequences of achievement goals: Predicting interest and performance over time.
JM Harackiewicz, KE Barron, JM Tauer, SM Carter, AJ Elliot
Journal of educational psychology 92 (2), 316, 2000
14442000
A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?
CS Hulleman, SM Schrager, SM Bodmann, JM Harackiewicz
Psychological bulletin 136 (3), 422, 2010
13292010
Intrinsic and extrinsic motivation: The search for optimal motivation and performance
C Sansone, JM Harackiewicz
Academic Press, 2000
13182000
Promoting interest and performance in high school science classes
CS Hulleman, JM Harackiewicz
science 326 (5958), 1410-1412, 2009
13102009
Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade.
JM Harackiewicz, KE Barron, SM Carter, AT Lehto, AJ Elliot
Journal of Personality and Social psychology 73 (6), 1284, 1997
12811997
Rethinking achievement goals: When are they adaptive for college students and why?
JM Harackiewicz, KE Barron, AJ Elliot
Educational psychologist 33 (1), 1-21, 1998
12151998
Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions
C Senko, CS Hulleman, JM Harackiewicz
Educational psychologist 46 (1), 26-47, 2011
10642011
The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance.
JM Harackiewicz, AM Durik, KE Barron, L Linnenbrink-Garcia, JM Tauer
Journal of educational psychology 100 (1), 105, 2008
9252008
Enhancing interest and performance with a utility value intervention.
CS Hulleman, O Godes, BL Hendricks, JM Harackiewicz
Journal of educational psychology 102 (4), 880, 2010
9152010
The effects of reward contingency and performance feedback on intrinsic motivation.
JM Harackiewicz
Journal of personality and social psychology 37 (8), 1352, 1979
7291979
Achievement goals and intrinsic motivation.
JM Harackiewicz, AJ Elliot
Journal of personality and social psychology 65 (5), 904, 1993
6941993
Task values, achievement goals, and interest: An integrative analysis.
CS Hulleman, AM Durik, SA Schweigert, JM Harackiewicz
Journal of educational psychology 100 (2), 398, 2008
6772008
Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention
JM Harackiewicz, CS Rozek, CS Hulleman, JS Hyde
Psychological science 23 (8), 899-906, 2012
6552012
Goal setting, achievement orientation, and intrinsic motivation: a mediational analysis.
AJ Elliot, JM Harackiewicz
Journal of personality and social psychology 66 (5), 968, 1994
5851994
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