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- Vol 4 RE: Chapter 12
achievement goal theorymastery goalsperformance-approach goalsperformance-avoidance goalsmultiple goalsgoal standardsmotivation measurementJournal article Evidence summaryAt a glance
This review traces major revisions and disputes in achievement goal theory, which explains motivation through the purposes people pursue in achievement settings. The authors describe the shift from a simple mastery-versus-performance distinction to models that separate approach from avoidance goals and distinguish different meanings of performance.
Key ideas
They examine evidence behind the traditional position that mastery goals are broadly adaptive and performance goals harmful, alongside the multiple-goal perspective, which proposes that mastery and performance-approach goals can each support different desirable outcomes. Mastery goals tend to predict interest, deep engagement, and persistence, whereas performance-approach goals can predict grades and achievement under some definitions and conditions. The review evaluates criticisms of these findings, showing how inconsistent goal definitions and measures contribute to disagreement. It then identifies priorities for research, including clearer treatment of goal standards, attention to perceived difficulty and learning agendas, and closer study of how context shapes goal effects.
Why it matters
The practical implication is to avoid treating every performance-oriented goal as equivalent or universally maladaptive.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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