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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Performance-approach goal effects depend on how they are defined: Meta-analytic evidence from multiple educational outcomes.
Corwin Senko, Blair Bryant Dawson
Journal of Educational Psychology (2016) Vol. 109, Iss. 4, pp. 574-598
Closed Access | Times Cited: 181

Showing 26-50 of 181 citing articles:

Probing the effects of perceived teacher goals and achievement-goal orientations on students’ self-efficacy, cognitive and metacognitive strategies in writing: A person-centered approach
Georgia Stavropoulou, Dimitrios Stamovlasis, Eleftheria Ν. Gonida
Learning and Motivation (2023) Vol. 82, pp. 101888-101888
Closed Access | Times Cited: 12
Adolescent achievement goal profiles and their relationships with predictors and outcomes
Kyung Min Kim, Yoonah Park, Mimi Bong
Social Psychology of Education (2025) Vol. 28, Iss. 1
Closed Access
On the influence of social norms on individual achievement goals
Sophie Bossert, Martin Daumiller, Stefan Janke, et al.
British Journal of Educational Psychology (2025)
Open Access
The Effect of Achievement Goals on Students’ Perceptions of Feedback: The Mediating Roles of Teacher-Student Relationships and Academic Self-Concept
Qiang Guo, Yueting Xu
The Asia-Pacific Education Researcher (2025)
Closed Access
Humor in university teaching: role of teachers’ achievement goals and self-efficacy for their use of content-related humor
Martin Daumiller, Sonja Bieg, Oliver Dickhäuser, et al.
Studies in Higher Education (2019) Vol. 45, Iss. 12, pp. 2619-2633
Open Access | Times Cited: 31
A meta-analysis of induced achievement goals: the moderating effects of goal standard and goal framing
Gera Noordzij, Lisenne Giel, Heleen van Mierlo
Social Psychology of Education (2021) Vol. 24, Iss. 1, pp. 195-245
Open Access | Times Cited: 26
The Impact of COVID-19 Instigated Changes on Loneliness of Teachers and Motivation–Engagement of Students: A Psychological Analysis of Education Sector
Abir El Telyani, Panteha Farmanesh, Pouya Zargar
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 25
Discrete achievement emotions as mediators between achievement goals and academic engagement of Singapore students
Zhiqiang Luo, Wenshu Luo
Educational Psychology (2022) Vol. 42, Iss. 6, pp. 749-766
Closed Access | Times Cited: 17
Different time and context = Different goals and emotions? Temporal variability and context specificity of achievement goals for teaching and associations with discrete emotions
Martin Daumiller, Stefan Janke, Raven Rinas, et al.
Contemporary Educational Psychology (2022) Vol. 72, pp. 102139-102139
Closed Access | Times Cited: 16
School climate, student engagement and academic achievement across school sectors in Australia
Wojtek Tomaszewski, Ning Xiang, Yangtao Huang
The Australian Educational Researcher (2023) Vol. 51, Iss. 2, pp. 667-695
Open Access | Times Cited: 10
Achievement goals of the social peer-group and the entire class: Relationships with Students' individual achievement goals
Alla Hemi, Nir Madjar, Martin Daumiller, et al.
Learning and Individual Differences (2024) Vol. 115, pp. 102524-102524
Open Access | Times Cited: 3
Beyond academic achievement goals: The importance of social achievement goals in explaining gender differences in self-handicapping
Junlin Yu, Ros McLellan
Learning and Individual Differences (2018) Vol. 69, pp. 33-44
Open Access | Times Cited: 30
Co-regulation in collaborative learning: Grounded in achievement goal theory
Ji Young Lim, Kyu Yon Lim
International Journal of Educational Research (2020) Vol. 103, pp. 101621-101621
Closed Access | Times Cited: 24
Culture, Goal Orientations, and Mathematics Achievement among Chinese Students
Meng Guo, Xiang Hu, Fks Leung
International Journal of Science and Mathematics Education (2021) Vol. 20, Iss. 6, pp. 1225-1245
Closed Access | Times Cited: 23
Perceived Peer and Teacher Goals: Relationships with Students’ Academic Achievement Goals
Alla Hemi, Nir Madjar, Yisrael Rich
The Journal of Experimental Education (2021) Vol. 91, Iss. 1, pp. 145-165
Closed Access | Times Cited: 21
Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach
Martin Daumiller, Markus Dresel
Contemporary Educational Psychology (2022) Vol. 72, pp. 102124-102124
Open Access | Times Cited: 14
Different goals for different folks: a cross-cultural study of achievement goals across nine cultures
Ronnel B. King, Dennis M. McInerney, Ramzi Nasser
Social Psychology of Education (2017) Vol. 20, Iss. 3, pp. 619-642
Closed Access | Times Cited: 26
A citizen science approach to measuring students’ achievement goals
Marko Lüftenegger, Lisa Bardach, Evelyn Bergsmann, et al.
International Journal of Educational Research (2019) Vol. 95, pp. 36-51
Closed Access | Times Cited: 23
Sex differences in achievement goals: do school subjects matter?
Linda Wirthwein, Jörn R. Sparfeldt, Anke Heyder, et al.
European Journal of Psychology of Education (2019) Vol. 35, Iss. 2, pp. 403-427
Closed Access | Times Cited: 23
Performing under challenge: The differing effects of ability and normative performance goals.
Yoonkyung Chung, Mimi Bong, Sung‐il Kim
Journal of Educational Psychology (2019) Vol. 112, Iss. 4, pp. 823-840
Closed Access | Times Cited: 23
Achievement goals and conceptual learning: An examination of teacher talk.
Kelly Boden, Cristina D. Zepeda, Timothy J. Nokes‐Malach
Journal of Educational Psychology (2019) Vol. 112, Iss. 6, pp. 1221-1242
Open Access | Times Cited: 23
Primary School Students with Reading Comprehension Difficulties and Students with Learning Disabilities: Exploring Their Goal Orientations, Classroom Goal Structures, and Self-Regulated Learning Strategies
Christina Kampylafka, Fotini Polychroni, Αλέξανδρος-Σταμάτιος Αντωνίου
Behavioral Sciences (2023) Vol. 13, Iss. 2, pp. 78-78
Open Access | Times Cited: 7
How are achievement goals associated with self-, co-, and socially shared regulation in collaborative learning?
Martin Greisel, Nadine Melzner, Ingo Kollar, et al.
Educational Psychology (2023) Vol. 43, Iss. 4, pp. 384-402
Closed Access | Times Cited: 7
How the learning context affects adolescents’ goal orientation, effort, and learning strategies
Sabine Schweder, Diana Raufelder, Stefan Kulakow, et al.
The Journal of Educational Research (2019) Vol. 112, Iss. 5, pp. 604-614
Closed Access | Times Cited: 22
The mediating role of perceived peer motivational climate between classroom mastery goal structure and social goal orientations
Nir Madjar, Elizabeth A. North, Melissa Karakus
Learning and Individual Differences (2019) Vol. 73, pp. 112-123
Closed Access | Times Cited: 20

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