Examines the short- and long-term consequences of college students' achievement goals in an introductory psychology course. Mastery goals positively predicted subsequent interest in the course, but not course grades. Performance goals positively predicted grades, but not interest. Three semesters later, measures reveal that mastery goals predicted subsequent enrollment in psychology classes, whereas performance goals predicted long-term academic performance. (Contains 73 references and 5 tables.) (Author/GCP)