In the present research, we conducted 4 studies designed to examine the hypothesis that perceived competence moderates the relation between performance-approach and performance-avoidance goals. Each study yielded supportive data, indicating that the correlation between the 2 goals is lower when perceived competence is high. This pattern was…

In the literature on achievement goals, performance-approach goals (striving to do better than others) and performance-avoidance goals (striving to avoid doing worse than others) tend to exhibit a moderate to high correlation, raising questions about whether the 2 goals represent distinct constructs. In the current article, we sought to examine…

In the present research, a 3 x 2 model of achievement goals is proposed and tested. The model is rooted in the definition and valence components of competence, and encompasses 6 goal constructs: task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance. The results from 2 studies provided strong support for…

The authors provide an analytic framework for studying the joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. This framework encompasses 3 models (the direct effect model, indirect effect model, and interaction effect model), each of which addresses a different aspect of the joint…

The authors propose a theoretical model linking achievement goals and achievement emotions to academic performance. This model was tested in a prospective study with undergraduates (N = 213), using exam-specific assessments of both goals and emotions as predictors of exam performance in an introductory-level psychology course. The findings were…

The authors identified several specific problems with the measurement of achievement goals in the current literature and illustrated these problems, focusing primarily on A. J. Elliot and H. A. McGregor's (2001) Achievement Goal Questionnaire (AGQ). They attended to these problems by creating the AGQ-Revised and conducting a study that examined…

The present research examined the nature of stability and change in achievement goal endorsement over time, using 4 complementary data-analytic approaches (differential continuity, mean-level change, individual-level change, and ipsative continuity). Three longitudinal studies were conducted in college classrooms; in each study, achievement goals…

A theoretical model linking achievement goals to discrete achievement emotions is proposed. The model posits relations between the goals of the trichotomous achievement goal framework and 8 commonly experienced achievement emotions organized in a 2 (activity/outcome focus) x 2 (positive/negative valence) taxonomy. Two prospective studies tested…

Examines the role of achievement goals, ability, and high school performance in predicting academic success over students' college careers. Results reveal that mastery goals predicted continued interest, whereas performance-approach goals predicted performance. Ability measures and prior high school performance predicted academic performance but…

Discusses three reasons to revise achievement goal theory: the importance of separating approach from avoidance strivings, the positive potential of performance-approach goals, and identification of the ways performance-approach goals can combine with mastery approach goals to promote optimal motivation. Reviews theory and research to substantiate…

Examines the relationship between undergraduates' perception of their classroom environment, their adoption of achievement goals for the course, and their graded performance and intrinsic motivation. Results reveal that each of the three achievement goals evidenced a distinct antecedent profile. Proposes that achievement goals serve the role of…

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…