SUNY New Paltz
Associate Professor, Psychology
Department, SUNY New Paltz
do some students expend enormous
effort on a class project while others coast or even intentionally
effort? Why do some students find their classes
do not? Why do some people enjoy challenge while others shy away from
it? Which study strategies aid performance, and
These are the sorts of motivation questions that I pursue in my
research. In particular, using
Achievement Goal Theory as the guiding framework, I investigate
how the goals students pursue for a class affect their educational
experience -- that is, their interest in the material, the
strategies they use, whether they procrastinate, how well they learn
material and perform in the class, and their evaluations of teacher
Publications (* indicates
graduate or undergraduate student co-author)
C. (in press). Achievement goal theory: A story of early promises,
eventual discords, and future possibilties. Chapter to appear in K.
Wentzel & D. Miele (Eds.), Handbook of Motivtation at School, Vol. 2.
- Senko, C., & Freund, A. M. (in press). Are mastery-avoidance goals always detrimental? An adult development perspective. Motivation and Emotion.
C., & Hulleman, C. S. (2013). The role of goal attainment
expectancies in achievement goal pursuit. Journal
Educational Psychology, 105, 504-521. [abstract]
C., Hama, H.*, & Belmonte, K.* (2013). Achievement goals, study
strategies, and achievement. A test of the "learning agenda" framework.
Learning and Individual
Differences, 24, 1-10. [abstract]
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
& Instruction, 23,
C., Belmonte, K.*, & Yakhkind, A.* (2012). How students'
achievement goals shape their beliefs about effective teaching: A
"Build-A-Professor" study. British
Journal of Educational Psychology, 82, 420-435. [abstract]
- Senko, C.,
Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal
theory at the crossroads: Old controversies, current challenges, and
new directions. Educational
C. S., & Senko, C. (2010).Up around the bend: Forecasts for
achievement goal theory and research in 2020. In Urdan &
(Eds.), Advances in
Achievement, (Vol. 16). United Kingdom: Emerald Group
& Fyffe, V.* (2010). An evolutionary perspective on effective
ineffective pick-up lines. Journal
of Social Psychology, 150,
& Miles, K. M.* (2008). Pursuing
their own learning agenda: How mastery-oriented students jeopardize
their exam performance. Contemporary Educational
33, 561-583. [abstract]
Durik, A. M., & Harackiewicz, J. M. (2008).
perspectives and new directions in achievement goal theory:
Understanding the effects of mastery and performance-approach goals. In
J. Y Shah & W. Gardner (Eds.), Handbook of
New York: Guilford. [abstract]
& Harackiewicz, J. M. (2005). Regulation of
goals: The role of competence feedback. Journal of
Educational Psychology, 97, 320-336.
& Harackiewicz, J. M. (2005). Achievement goals, task
and interest: Why perceived goal difficulty matters. Personality
and Social Psychology Bulletin, 31,
& Harackiewicz, J. M. (2002). Performance goals: The
moderating role of context, achievement orientation, and
feedback. Journal of Experimental Social Psychology, 38,