Performance-avoidance orientation has been found to undermine students' academic motivation and achievement. Recognising groups of students with different levels and developments of performance-avoidance orientation makes it possible to try to intervene early in their school careers. In this study, 1168 12-13?year-old students attending the first and second year of the lowest level of secondary education, participated. Questionnaires on goal orientations, self-efficacy, investment in maths and well-being at school were administered four times. Report marks were collected at school. Using growth mixture modelling, four groups of students were distinguished: group 1 had an intermediate and a slightly increasing performance-avoidance orientation; group 2 a low and clearly increasing performance-avoidance orientation; group 3 an intermediate and clearly decreasing performance-avoidance orientation; and group 4 a low and slightly decreasing performance-avoidance orientation. We found that groups 1 and 2 had less favourable development in their well-being at school, self-efficacy and performance-approach orientation.