Ames, C., & Archer, J. (1987). Mothers’ beliefs about the role of ability and effort in school learning. Journal of Educational Psychology, 79(4), pp. 409-414.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 803, pp. 260-267.
Button, S. B., Mathieu, J. E., & Zajac, D. W. (1996). Goal orientation in organizational research: A Conceptual and empirical foundation. Organizational Behavior and Human Processes, 67(1), pp. 26-48.
Chi, L., & Duda, J. L. (1995). Multi-sample confirmatory factor analysis of the task and ego orientation in sport questionnaire. Research Quarterly for Exercise and Sport, 66(2), pp. 91-98.
Duda, J. L. (1989). Relationship between task and ego orientation and the perceived purpose of sport among high school athletes. Journal of Sport and Exercise Psychology, 11, pp. 318-335.
Duda, J. L. (1992). Motivation in sport settings: A goal perspective analysis. In: Roberts, G. C. (ed.) Motivation in sport and exercise. Human Kinetics, Champaign, IL, pp. 57-91.
Duda, J. L. (1994). A goal perspective theory of meaning and motivation in sport. In: Serpa, S., Alves, J., & Pataco, V. (eds.) International Perspectives on Sport and Exercise Psychology. Fitness Information Technology, Inc., Morgantown, WV, pp. 127-147.
Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84(3), pp. 290-299.
Duda, J., & Whitehead, J. (1998). Measurement of goal perspective in the physical domain. In: Duda, J. L. (ed.) Advances in Sport and Psychology Measurement. Fitness Information Technology, Inc., Morgantown, WV, pp. 21-48.
Dweck, C. S., & Elliot, E. S. (1983). Achievement motivation. In: Mussen, P. (gen.ed.), & Hetherington, E. (vol.ed.), Handbook of Child Psychology. Socialization, Personality, and Social Development, Vol. IV. John Wiley & Sons, New York, NY, pp. 643-692.
Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In: Elliot, A. J., & Dweck, C. S. (eds.) Handbook of Competence and Motivation. The Guilford Press, New York, NY, pp. 52-72.
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), pp. 461-475.
Hu, L., & Bentler, P. M. (1998). Fit indices in covariance structure modelling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), pp. 424-453.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, pp. 1-55.
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytical review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136(3), pp. 422-449.
Jagacinski, C. M., & Duda, J. L. (2001). A comparative analysis of contemporary achievement goal orientation measures. Educational and Psychological Measurement, 61(6), pp. 1013-1039.
Kenny, D. A., Kaniskan, B., & McCoach, D. B. (2015). The performance of RMSEA in models with small degrees of freedom. Sociological Methods & Research, 44(3), pp. 486-507.
Maehr, M. L., & Zusho, A. (2009). Achievement goal theory: The past, present, and future. In: Wentzel, K. R., & Wigfield, A. (eds.), Handbook of Motivation in School. Taylor Francis, New York, pp. 77–104.
Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89(4), pp. 710-718.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3) pp. 328–346
Nicholls, J. G., Cheung, P. C., Lauer, J., & Pataschnick, M. (1989). Individual differences in academic motivation: Perceived ability, goals, beliefs, and values. Learning and Individual Differences, 1, pp. 63–84
Niemivirta, M. (2002). Motivation and performance in context: The influence of goal orientations and instructional setting on situational appraisal and task performance. Psychologia, 45 pp. 250–270
Papaioannou, A. G., Zourbanos, N., Krommidas, C., & Ampatzoglou, G. (2012). The place of achievement goals in the social context of sport: A comparison of Nicholls’ and Elliot’s models. In: Roberts, G. C., & Treasure, D. C. (eds.). Advances in Motivation in Sport and Exercise. Human Kinetics, Champaign, IL, pp. 59–90
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3) pp. 544–555
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4) pp. 667–686
Pulkka, A.-T., & Niemivirta, M. (2013). Adult students’ achievement goal orientations and evaluations of the learning environment: A person-centred longitudinal analysis. Educational Research and Evaluation, 19(4) pp. 297–322
Shen, B., Chen, A., & Guan J. (2007). Using achievement goals and interest to predict learning in physical education. Journal of Experimental Education, 75(2) pp. 89-108
Shen, B., McCaughtry, N., Martin, J. J., & Fahlman, M. (2009). Motivational profiles and their associations with achievement outcomes. Journal of Teaching in Physical Education, 28 pp. 441–460
Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relation with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89(1) pp. 71–81
Tapola, A., Jaakkola, T., & Niemivirta, M. (2014). The influence of achievement goal orientations and task concreteness on situational interest. Journal of Experimental Education, 82(4) pp. 455–479
Tapola, A., Veermans, M., & Niemivirta, M. (2013). Predictors and outcomes of situational interest during a science learning task. Instructional Science, 41(6) pp. 1047–1064
Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2008). Achievement goal orientations and well-being: A person-centred analysis. Learning and Instruction, 18(3) pp. 251–266
Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2011). Stability and change in achievement goal orientations: A person-centred approach. Contemporary Educational Psychology, 36(2) pp. 82–100
Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences, 22(3) pp. 290–305
Urdan, T. (1997). Achievement goal theory: Past results, future directions In: Maehr, M., & Pintrich, P. (eds.). Advances in Motivation and Achievement, Vol. 10 JAI Press Greenwich, CT, pp. 99–141
Vandewalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57(6) pp. 995–1015
Wang, C. K. J., Biddle, S. J. H., & Elliot, A. J. (2007). The 2×2 achievement goal framework in physical education context. Psychology of Sport and Exercise, 8(2) pp. 147–168
Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1) pp. 1–35
Zweig, D., & Webster, J. (2004). Validation of a multidimensional measure of goal orientation. Canadian Journal of Behavioural Science, 36(3) pp. 232–243