Rooted in achievement goal theory, the buffering hypothesis posits that contextual factors serve to moderate the deleterious effects of personal achievement goals on relevant outcomes. The present study sought to test this hypothesis by examining the interactive effects of classroom affiliation perceptions and personal achievement goals for conducting research on participants' goal strivings within physics, biology and chemistry laboratory classes. Participants consisted of 185 undergraduate students voluntarily engaged in faculty-led research. Results indicated that affiliation strengthened the positive association between research mastery goals and class-based mastery approach goals. In contrast, perceptions of affiliation in the laboratory environment weakened the relationship between research mastery goals and performance approach goals. The importance of academic climates as facilitators of goal striving in classrooms designed to cultivate research skill development is discussed.