Professor of Education and Psychology, Temple University
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Cited by
Cited by
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, 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
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
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 (2), 141-184, 2007
Achievement goals and student well-being
A Kaplan, ML Maehr
Contemporary educational psychology 24 (4), 330-358, 1999
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 13, 21-53, 2002
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
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
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
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
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
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
Clarifying metacognition, self-regulation, and self-regulated learning: What’s the purpose?
A Kaplan
Educational psychology review 20 (4), 477-484, 2008
Exploratory orientation as an educational goal
H Flum, A Kaplan
Educational Psychologist 41 (2), 99-110, 2006
The change in middle school students’ achievement goals in mathematics over time
MJ Middleton, A Kaplan, C Midgley
Social Psychology of Education 7 (3), 289-311, 2004
Should childhood be a journey of a race? Response to Harackiewicz et al.(2002).
A Kaplan, MJ Middleton
American Psychological Association 94 (3), 646, 2002
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
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