Additional bibliography for study
ΕΝΔΕΙΚΤΙΚΗ ΒΙΒΛΙΟΓΡΑΦΙΑ
- Butler, R. (2006). An achievement goal perspective on student help-seeking and teacher help giving in the classroom: theory, research, and educational implication. In S. A. Karabenick, & R. S. Newman (Eds.), Help-seeking in academic settings: Goals, groups and contexts (pp. 15-44). Mahwah, NJ: Erlbaum.
- Γωνίδα, Ε. (2012). Κίνητρα και Μάθηση: Ο ρόλος του σχολείου και της οικογένειας. Στο Σ. Χατζηχρήστου & Η. Μπεζεβέγκης (Επιμ. Έκδοσης), Ψυχο-Παιδία: Θέματα ανάπτυξης και προσαρμογής των παιδιών στην οικογένεια και το σχολείο (σελ. 130-171). Αθήνα: Πεδίο.
- Cassidy, S. (2015). Resilience-building in students: The role of academic self-efficacy. Frontiers in Psychology, 6, 1-14.
- Chow, A., Eccles, J. S., & Salmela-Aro, K. (2012). Task value profiles across subjects and aspirations to physical and IT-related sciences in the United States and Finland. Developmental Psychology, 48, 1612-1628.
- Denissen, J. J. A., Zarrett, N. R. Eccles, J. S. (2007). I like to do it, I’m able, and I know I am: Longitudinal couplings between domain-specific achievement, self-concept, and interest. Child Development, 78, 430 – 447.
- Destin, M. & Oyserman, D. (2010) Incentivizing education: Seeing schoolwork as an investment, not a chore. Journal of Experimental Social Psychology, 46, 846-849.
- Gonida, E. N., & Cortina, K. (2014). Parent involvement in homework: Relations with parent and student achievement-related motivational beliefs and achievement. British Journal of Educational Psychology, 84, 376-396.
- Gonida, E. N., Karabenick, S. A., Makara, K. A., & Hatzikyriakou, G. (2014). Perceived parent goals and student goal orientations as predictors of seeking or not seeking help: Does age matter? Learning and Instruction, 33, 120-130.
- Gonida, E. N., & Leondari, A. (2011). Patterns of motivation among adolescents with biased and accurate self-efficacy beliefs. International Journal of Educational Research, 50, 209-211.
- Gonida, E. N., Voulala, K., & Kiosseoglou, G. (2009). Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences, 19, 53–60.
- Gonida, E. N., Kiosseoglou, G., & Voulala, K. (2007). Perceptions of parent goals and their contribution to student achievement goal orientation and engagement in the classroom: Grade-level differences across adolescence. European Journal of Psychology of Education, 22, 23-39.
- Gonzalez-DeHass, A. R., Willems, P. P., & Doan Holbein, M. F. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17, 99-123.
- Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638–645. doi: 10.1037/0022-0663.94.3.638
- Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45, 740-763.
- Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67, 3–42.
- Hoover-Dempsey, K. V., Battiano, A. C., Walker, J. M. T., Reed, R. P., DeJong, J. M., Jones, K. P. (2001). Parental involvement in homework. Educational Psychologist, 36, 195-209.
- Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., Closson, K. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106, 105-130.
- Hulleman, C. S., Barron, K. E., Kosovich, J. J., & Lazowski, R. A. (2015). Student motivation: Current theories, constructs, and interventions within an expectancy value framework. In A. Lipnevich, F. Preckel, & R. Roberts (Eds.), Psychosocial skills and school systems in the twenty-first century: Theory, research, and applications. New York: Springer.
- Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136, 422-449.
- Ireson, J., & Hallam, S. (2009). Academic self-concepts in adolescence: Relations with achievement and ability grouping in schools. Learning and Instruction, 19, 201-213.
- Kaplan, A. (2015). Opinion: Paradigms, methods, and the (as yet) failed striving for methodological diversity in Educational Psychology published research. Frontiers in Psychology, 6, 1-4.
- Karabenick, S. A., & Dembo, M. H. (2011). Understanding and facilitating self-regulated help seeking. New Directions for Teaching and Learning, 126, 33-43.
- Kratochwill, T. R. (2012). Comments on “Distinguishing science from pseudoscience in school psychology:” Evidence-based interventions for grandiose bragging. Journal of School Psychology, 50, 37-42.
- Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2014). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 1-27.
- Lazowski, R. A., & Hulleman, C. S. (2015). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, XX, 1 –39 .
- Lee, M. & Bong, M. (2016). In their own words: Reasons underlying the achievement striving of students in schools. Journal of Educational Psychology, 108, 274-294.
- Murayama, K., & Elliot, A., (2012). The competition–performance relation: A meta-analytic review and test of the opposing processes model of competition and performance. Psychological Bulletin, 138, 1035-1070.
- Murayama, K., Elliot, A. J., & Yamagata, S. (2011). Separation of performance-approach and performance-avoidance achievement goals: A broader analysis. Journal of Educational Psychology, 103, 258-236.
- Lilienfeld, S. O., Ammirati, R., & David, M. (2012). Distinguishing science from pseudoscience in school psychology: Science and scientific thinking as safeguards against human error. Journal of School Psychology, 50, 7-36.
- Linnenbrink-Garcia, L., Middleton, M. J., Ciani,K. D., Easter, M. A., O'Keefe, P. A., & Zusho, A. (2012). The strength of the relation between performance-approach and performance-avoidance goal orientations: Theoretical, methodological, and instructional implications. Educational Psychologist, 47, 281-301.
- Muis, K. R. & Edwards, O. (2009). Examining the stability of achievement goal orientation. Contemporary Educational Psychology, 34, 265-279.
- Newman, R. S. (2000). Social influences on the development of children’ adaptive help seeking: The role of parents, teachers, and peers. Developmental Review, 20, 350–404.
- Oyserman, D., Bybee, D., Terry, K. (2006). Possible selves and academic outcomes: How and when possible selves impel action. Journal of Personality and Social Psychology, 91, 188-204.
- Oyserman, D. (2014). Identity-based motivation: Core processes and intervention examples. In S. Karabenick & T. Urdan (Eds.), Advances in Motivation and Achievement series - Motivational Interventions. New York: Emerald
- Oyserman, D., Johnson, E., & James, L. (2011). Seeing the destination but not the path: Effects of socioeconomic disadvantage on school-focused possible self-content and linked behavioral strategies. Self and Identity, 10, 474‐492.
- Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78, 1039-1101.
- Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583–597. doi:10.1037/00220663.98.3.583
- Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115– 135. doi:10.1037/a0013383
- Pekrun, R., Cusack, A., Murayama, K., Elliot, A. J., & Thomas, K. (2014). The power of anticipated feedback. Effects on students’ achievement goals and achievement emotions. Learning and Instruction, 29, 115-124.
- Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77, 373-410
- Pomerantz, E. M., Ng, F. F., & Wang, Q. (2006). Mothers’ mastery-oriented involvement in children’s homework: Implications for the well-being of children with negative perceptions of competence. Journal of Educational Psychology, 98, 99-111.
- Pomerantz, E., M., Wang, Q., & Ng, F. F. (2005). Mothers’ affect in the homework context: The importance of staying positive. Developmental Psychology, 41, 414-427.
- Rosenzweig, E. Q., & Wigfield, A. (2016). STEM motivation interventions for adolescents: A promising start, but further to go. Educational Psychologist, 51, 146-163.
- Roussel, P., Elliot, J. A., & Feltman, R. (2011). The influence of achievement goals and social goals on help-seeking from peers in an academic context. Learning and Instruction, 21, 394-402.
- Ryan, A. M., Pintrich, P.R., & Midgley, C. (2001). Avoiding seeking help in the classroom: Who and why? Educational Psychology Review, 13, 93–114.
- Schencke, K., Lam, A. C., Conley, A. M., & Karabenick, S. (2015). Adolescents’ help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year. Contemporary Educational Psychology, 41, 133-146.
- Schwinger, M., Steinmayr, R. & Spinath, B. (2016). Achievement goal profiles in elementary school: Antecedents, consequences, and longitudinal trajectories. Contemporary Educational Psychology, 46, 164-179.
- Senko, C., & Miles, K. M. (2008). Pursuing their own learning agenda: How mastery-oriented students jeopardize their class performance. Contemporary Educational Psychology, 33, 561–583. doi:10.1016/ j.cedpsych.2007.12.001
- Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist. DOI: 10.1080/00461520.2011.538646
- Senko, C., Durik, A., M., Patel, L., Lovejoy, C. M., & Valentiner.,D. (2013). Performance-approach goal effects on achievement under low versus high challenge conditions. Learning and Instruction, 23, 60-68.
- Shukla, S. Y., Tombari, A. K., Toland, M. D., & Danner, F. W. (2015). Parental support for learning and high school students’ academic motivation and persistence in mathematics. Journal of Educational and Developmental Psychology, 5, 44-56.
- Vasquez, A. C., Patall, E. A., Fong, C. F., Corrigan, A. S., & Pine, L. (2015). Parent autonomy support, academic achievement, and psychosocial functioning: a meta-analysis of research. Educational Psychology Review, 28. doi: 10.1007/s10648-015-9329-z
- Wang, M-T., Eccles, J. S., & Kenny, S. (2013). Not lack of ability but more choice: Individual and gender differences in choice of careers in Science, Technology, Engineering, and Mathematics. Psychological Science, XX, 1-6.
- Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations and interest: Definitions, development and relations to achievement outcomes. Developmental Review, 30, 1-35.
- Wigfield, A., & Eccles, J. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
- Wolters, C. A. (2004). Advancing achievement goals theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236– 250. doi:10.1037/0022-0663.96.2.236