| 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 | 1201 | 2011 |
| Regulation of achievement goals: the role of competence feedback. C Senko, JM Harackiewicz Journal of Educational Psychology 97 (3), 320, 2005 | 427 | 2005 |
| Pursuing their own learning agenda: How mastery-oriented students jeopardize their class performance C Senko, KM Miles Contemporary educational psychology 33 (4), 561-583, 2008 | 309 | 2008 |
| Performance-approach goal effects depend on how they are defined: Meta-analytic evidence from multiple educational outcomes. C Senko, B Dawson Journal of Educational Psychology 109 (4), 574, 2017 | 204 | 2017 |
| Achievement goals, task performance, and interest: Why perceived goal difficulty matters C Senko, JM Harackiewicz Personality and Social Psychology Bulletin 31 (12), 1739-1753, 2005 | 199 | 2005 |
| Comparing three models of achievement goals: Goal orientations, goal standards, and goal complexes. C Senko, KL Tropiano Journal of Educational Psychology 108 (8), 1178, 2016 | 175 | 2016 |
| Achievement Goal Theory: A story of early promises, eventual discords, and future possibilities C Senko Handbook of Motivation at School, 75, 2016 | 155 | 2016 |
| Performance goals: The moderating roles of context and achievement orientation C Senko, JM Harackiewicz Journal of Experimental Social Psychology 38 (6), 603-610, 2002 | 131 | 2002 |
| Historical perspectives and new directions in achievement goal theory: Understanding the effects of mastery and performance-approach goals. C Senko, AM Durik, JM Harackiewicz Handbook of Motivational Science, 2008 | 103 | 2008 |
| Achievement goals, study strategies, and achievement: A test of the “learning agenda” framework C Senko, H Hama, K Belmonte Learning and Individual Differences 24, 1-10, 2013 | 101 | 2013 |
| Up around the bend: Forecasts for achievement goal theory and research in 2020 CS Hulleman, C Senko The decade ahead: Theoretical perspectives on motivation and achievement, 71-104, 2010 | 90 | 2010 |
| The role of goal attainment expectancies in achievement goal pursuit. C Senko, CS Hulleman Journal of Educational Psychology, 2013 | 88 | 2013 |
| Are mastery-avoidance achievement goals always detrimental? An adult development perspective C Senko, AM Freund Motivation and Emotion 39, 477-488, 2015 | 81 | 2015 |
| When do mastery and performance goals facilitate academic achievement? C Senko Contemporary Educational Psychology 59, 101795, 2019 | 68 | 2019 |
| Performance-approach goal effects on achievement under low versus high challenge conditions C Senko, AM Durik, L Patel, CM Lovejoy, D Valentiner Learning and Instruction 23, 60-68, 2013 | 67 | 2013 |
| How students’ achievement goals shape their beliefs about effective teaching: A ‘build‐a‐professor’study C Senko, K Belmonte, A Yakhkind British Journal of Educational Psychology 82 (3), 420-435, 2012 | 54 | 2012 |
| An evolutionary perspective on effective vs. ineffective pick-up lines C Senko, V Fyffe The Journal of Social Psychology 150 (6), 648-667, 2010 | 34 | 2010 |
| Goal complexes: A new approach to studying the coordination, consequences, and social contexts of pursuing multiple goals GAD Liem, C Senko Educational Psychology Review 34 (4), 2167-2195, 2022 | 17 | 2022 |
| Does triggering learners’ interest make them overconfident? C Senko, AH Perry, M Greiser Journal of Educational Psychology 114 (3), 482, 2022 | 17 | 2022 |
| Why do students strive to outperform classmates? Unpacking their reasons for pursuing performance goals C Senko, GAD Liem, T Lerdpornkulrat, C Poondej Contemporary Educational Psychology 73, 102178, 2023 | 4 | 2023 |
judith harackiewiczProfessor of Psychology, University of Wisconsin - MadisonVerifierad e-postadress på wisc.edu
