SUNY New Paltz
Associate Professor, Psychology
Department, SUNY New Paltz
do some students expend enormous
effort while others coast? Why do some enjoy their
others remain bored? Why do some seek challenge while others
avoid it? Our lab explores these and related motivational
questions, tracing the answers to the achievement goals students pursue
-- for example, goals to learn or improve, or to appear smart, or
to outperform classmates, or to serve the community, or to avoid
working hard. We find that those different goals guide
experience in different ways. For example, they shape students'
level of interest in the material, the
strategies they adopt, how well they learn
material and perform in the class, and their evaluations of teacher
We are also beginning to explore motivational
differences between distinct groups of college students, such as
first-generation college students vs. continuing-generation college
students, so that we can pinpoint ways to reduce any achievement and
school retention gaps between them.
Publications (* indicates
Masters or undergraduate student co-author)
C., & Dawson, B.* (2017). Performance-approach goal effects
depend on how they are defined: Meta-analytic evidence from multiple
outcomes. Journal of Educational Psychology, 109, 574-598. [abstract]
C., & Tropiano, K. L.* (2016). Comparing three models of achievement goals: Goal orientations, goal standards, and goal complexes. Journal
Educational Psychology, 108, 1178-1192. [abstract]
C. (2016). Achievement goal theory: A story of early promises,
eventual discords, and future possibilties. In K.
Wentzel & D. Miele (Eds.), Handbook of Motivation at School, Vol. 2.
- Senko, C., & Freund, A. M. (2015). Are mastery-avoidance goals always detrimental? An adult development perspective. Motivation and Emotion, 39, 477-488. [abstract]
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,
Most of these publications are also available at my ResearchGate site.