Professor of Education and Psychology, Temple University
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Cited by
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Manual for the patterns of adaptive learning scales
C Midgley, ML Maehr, LZ Hruda, E Anderman, L Anderman, KE Freeman, ...
Ann Arbor: University of Michigan, 734-763, 2000
Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?
C Midgley, A Kaplan, M Middleton
Journal of educational psychology 93 (1), 77, 2001
Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement.
H Patrick, AM Ryan, A Kaplan
Journal of educational psychology 99 (1), 83, 2007
The contributions and prospects of goal orientation theory
A Kaplan, ML Maehr
Educational psychology review 19, 141-184, 2007
The development and validation of scales assessing students' achievement goal orientations
C Midgley, A Kaplan, M Middleton, ML Maehr, T Urdan, LH Anderman, ...
Contemporary educational psychology 23 (2), 113-131, 1998
The development and validation of scales assessing students' achievement goal orientations
C Midgley, A Kaplan, M Middleton, ML Maehr, T Urdan, LH Anderman, ...
Contemporary Educational Psychology 23 (2), 113-131, 1998
Achievement goals and student well-being
A Kaplan, ML Maehr
Contemporary educational psychology 24 (4), 330-358, 1999
The role of identity development, values, and costs in college STEM retention.
T Perez, JG Cromley, A Kaplan
Journal of educational psychology 106 (1), 315, 2014
Classroom goal structure and student disruptive behaviour
A Kaplan, M Gheen, C Midgley
British Journal of Educational Psychology 72 (2), 191-211, 2002
Achievement goals and goal structures
A Kaplan, MJ Middleton, T Urdan, C Midgley
Goals, goal structures, and patterns of adaptive learning, 21-53, 2014
Positive classroom motivational environments: Convergence between mastery goal structure and the classroom social climate
H Patrick, A Kaplan, A Ryan
Journal of Educational Psychology 103 (2), 367-382, 2011
The effect of achievement goals: Does level of perceived academic competence make a difference?
A Kaplan, C Midgley
Contemporary educational psychology 22 (4), 415-435, 1997
Patterns of adaptive learning survey (PALS)
C Midgley, ML Maehr, L Hicks, R Roeser, T Urdan, E Anderman, A Kaplan, ...
Ann Arbor, MI: Center for Leadership and Learning, 1996
Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self-worth strivings.
A Assor, M Vansteenkiste, A Kaplan
Journal of educational psychology 101 (2), 482, 2009
Exploratory orientation as an educational goal
H Flum, A Kaplan
Educational Psychologist 41 (2), 99-110, 2006
Students’ needs, teachers’ support, and motivation for doing homework: A cross-sectional study
I Katz, A Kaplan, G Gueta
The Journal of Experimental Education 78 (2), 246-267, 2009
Clarifying metacognition, self-regulation, and self-regulated learning: What’s the purpose?
A Kaplan
Educational psychology review 20, 477-484, 2008
A complex dynamic systems perspective on identity and its development: The dynamic systems model of role identity.
A Kaplan, JK Garner
Developmental psychology 53 (11), 2036, 2017
The relationship between perceptions of the classroom goal structure and early adolescents' affect in school: The mediating role of coping strategies
A Kaplan, C Midgley
Learning and individual differences 11 (2), 187-212, 1999
The origins, evolution, and future directions of achievement goal theory
T Urdan, A Kaplan
Contemporary Educational Psychology 61, 101862, 2020
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