| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Achievement goals and achievement goal orientations in education
|
Gegenfurtner, Andreas
|
|
2013
|
61 |
C |
p. 1-4
4 p.
|
article
|
| 2 |
Achievement goals of traditional and nontraditional aged college students: Using the 3×2 achievement goal framework
|
Johnson, Marcus Lee
|
|
2013
|
61 |
C |
p. 48-59
12 p.
|
article
|
| 3 |
Childhood, possibility thinking and wise, humanising educational futures
|
Craft, Anna
|
|
2013
|
61 |
C |
p. 126-134
9 p.
|
article
|
| 4 |
Development of achievement goals across the transition out of secondary school
|
Meier, Angelika M.
|
|
2013
|
61 |
C |
p. 15-25
11 p.
|
article
|
| 5 |
Does implicit theory of intelligence cause achievement goals? Evidence from an experimental study
|
Dinger, Felix C.
|
|
2013
|
61 |
C |
p. 38-47
10 p.
|
article
|
| 6 |
Editorial Board
|
|
|
2013
|
61 |
C |
p. CO2-
1 p.
|
article
|
| 7 |
Educational futures: Rhetoric, reality and alternatives
|
Craft, Anna
|
|
2013
|
61 |
C |
p. 90-92
3 p.
|
article
|
| 8 |
Goals are motivational researchers’ best friend, but to what extent are achievement goals and achievement goal orientations also the best friend of educational outcomes?
|
Minnaert, Alexander
|
|
2013
|
61 |
C |
p. 85-89
5 p.
|
article
|
| 9 |
How does understanding why people learn improve our knowledge of designing instruction?
|
Hascher, Tina
|
|
2013
|
61 |
C |
p. 80-84
5 p.
|
article
|
| 10 |
Located futures: Recognising place and belonging in narratives of the future
|
Sandford, Richard
|
|
2013
|
61 |
C |
p. 116-125
10 p.
|
article
|
| 11 |
Motivation for choosing teacher education: Associations with teachers’ achievement goals and instructional practices
|
Paulick, Isabell
|
|
2013
|
61 |
C |
p. 60-70
11 p.
|
article
|
| 12 |
Predictive relationships between adult students’ achievement goal orientations, course evaluations, and performance
|
Pulkka, Antti-Tuomas
|
|
2013
|
61 |
C |
p. 26-37
12 p.
|
article
|
| 13 |
School goal structure: Associations with students’ perceptions of their teachers as emotionally supportive, academic self-concept, intrinsic motivation, effort, and help seeking behavior
|
Skaalvik, Einar M.
|
|
2013
|
61 |
C |
p. 5-14
10 p.
|
article
|
| 14 |
Skills anticipation—The future of work and education
|
Wilson, Rob
|
|
2013
|
61 |
C |
p. 101-110
10 p.
|
article
|
| 15 |
Stability or change? Effects of training length and time lag on achievement goal orientations and transfer of training
|
Laine, Erkka
|
|
2013
|
61 |
C |
p. 71-79
9 p.
|
article
|
| 16 |
The post-carbon challenge for curriculum subjects
|
Matthewman, Sasha
|
|
2013
|
61 |
C |
p. 93-100
8 p.
|
article
|
| 17 |
The problem of the future and the possibilities of the present in education research
|
Facer, Keri
|
|
2013
|
61 |
C |
p. 135-143
9 p.
|
article
|
| 18 |
Thinking about the future: Insights from an international project
|
Istance, David
|
|
2013
|
61 |
C |
p. 111-115
5 p.
|
article
|
Journal description