The effects of ability performance goals, normative performance goals, and mastery goals on anxiety, interest, and performance were examined in a series of experiments. Challenging problem-solving tasks that would demonstrate the effects of each performance goal more clearly were designed. Groups of early adolescents (Study 1) and college students in Korea (Studies 2 and 3) participated in similar experiments to strengthen the generalizability of the findings. Across the 3 studies, students assigned to the ability-goal condition exhibited significantly higher anxiety and lower interest compared with those in the normative- and mastery-goal conditions, except that the anxiety between the 2 performance-goal conditions did not differ after experiencing failure in Study 3. The ability-goal students persisted for significantly less time than did those in the other 2 conditions (Study 1) and demonstrated significantly lower challenge appraisal and weaker reengagement intention compared with those in the normative-goal condition (Study 2). The effects of achievement goals on problem-solving performance varied across the studies.