C
Carol Midgley
Researcher at University of Michigan
Publications - 67
Citations - 22109
Carol Midgley is an academic researcher from University of Michigan. The author has contributed to research in topics: Academic achievement & Goal orientation. The author has an hindex of 52, co-authored 67 publications receiving 21070 citations. Previous affiliations of Carol Midgley include University of Illinois at Urbana–Champaign.
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Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families.
Jacquelynne S. Eccles,Carol Midgley,Allan Wigfield,Christy M. Buchanan,David A. Reuman,Constance A. Flanagan,Douglas J. Mac Iver +6 more
TL;DR: In this paper, the authors argue that some of the negative psychological changes associated with adolescent development result from a mismatch between the needs of developing adolescents and the opportunities afforded them by their social environments.
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Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging.
TL;DR: In this paper, the authors examined the role of personal achievement goals and feelings of school belonging in mediating the relation between perceptions of the school psychological environment and school-related beliefs, affect, and achievement.
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Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory.
TL;DR: In this article, a scale to assess the goal of avoiding the demonstration of lack of ability (performance-avoid) was included with scales assessing approach goals in a survey given to 703 6th graders.
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Performance-Approach Goals: Good for What, for Whom, under What Circumstances, and at What Cost?.
TL;DR: In this paper, the authors present a review of studies that indicate that performance-approach goals are associated with adaptive patterns of learning but note that, in other studies, these goals have been unrelated or negatively related to the same outcomes.
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Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school.
TL;DR: This article examined adolescents' achievement self-perceptions in four activity domains (math, English, social acitivities, and sports) and self-esteem across the transition from elementary to junior high school.