Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics

Abstract

In this study, we aimed to investigate the different routes through which perceived goal structures, and in turn mastery-approach and performance-approach goals in mathematics, predict subsequent academic performance. Path analyses with a sample of Turkish adolescents (N = 369; 49.1% males; M age = 16.67 years, SD = 1.85) revealed two distinct paths. After controlling for midyear grades, we found perceived mastery goal structures to relate (positively) to mastery-approach goals, which in turn positively predicted end-year grades through challenge seeking. In contrast, perceived performance goal structures related positively to both performanceapproach and performance-avoidance goals with the former directly predicting higher end-year grades, and the latter being related negatively to challenge seeking. These findings imply that there may exist different paths that can predict academic performance.

Students' perceived usefulness of computerized percentage‐only vs. descriptive score Reports: Associations with motivation and grades

“…For Exam 1, in which we had no indicator of previous performance, age and performance‐approach goals were significant positive predictors of score, and performance‐avoidance goals was a significant negative predictor. This replicates much of the existing achievement goal literature that shows performance goals more directly predict scores on exams in post‐secondary settings than mastery goals (e.g., Bipp & van Dam, ; Hulleman et al, ; Mouratidis, Michou, Demircioğlu, & Sayil, ) and highlights the adaptive nature of performance‐approach goals for achievement scores in a normative college setting. It is possible that these effects did not emerge for later exams because students' achievement goals became further removed from Exams 2 and 3.…”

Exploring achievement goal theory, ACTFL's 5 Cs, and the L2 classroom: What goals do students set?

“…This finding corroborates previous studies (Wormington & Linnenbrink‐Garcia, ). It also represents a positive finding because MAp goal orientations have been linked to high competence expectancies, motivation, and performance (Belenky & Nokes‐Malach, ; Darnon et al, ; Gaudreau, ; Mouratidis et al, ; Ranellucci et al, ; Senko & Hulleman, ).…”

“…In contrast to individuals who have mastery goals, individuals who have a PAp goal orientation seek positive judgments of competence and will often try to outperform others: “My goal in this class is to get a better grade than most of the other students” (A. J. Elliot & McGregor, , p. 504). This goal orientation has been linked to high academic performance (Darnon, Butera, Mugny, Quiamzade, & Hulleman, ; Darnon, Harackiewicz, Butera, Mugny, & Quiamzade, ; Darnon et al, ; Harackiewicz et al, ; Mouratidis et al, ), but research has also linked it with a low use of learning strategies, depleted working memory, and self‐handicapping tendencies (Avery & Smillie, ; Crouzevialle & Butera, ; Fisher & Ford, ; Midgley, Kaplan, & Middleton, ). Individuals who demonstrate a PAv goal orientation focus on avoiding negative judgments of competence and may ascribe to the following goal: “My goal is to avoid doing poorly in this class” (A. J. Elliot & Church, , p. 223).…”

“…For example, a possible goal for an MAp individual would be "One of my goals in class is to learn as much as I can" (Harackiewicz, Barron, Carter, Lehto, & Elliot, 1997, p. 1287. Previous research has demonstrated that the MAp goal orientation is positively related to academic performance and persistence (Belenky & Nokes-Malach, 2013;Darnon, Jury, & Aelenei, 2017;Gaudreau, 2012;Mouratidis, Michou, Demiricioglu, & Sayil, 2018;Ranellucci, Hall, Muis, Lajoie, & Robinson, 2018;Senko & Hulleman, 2013). Individuals who have an MAv goal orientation focus on avoiding misunderstanding material and may state the following goal: "I am striving to avoid an incomplete understanding of the course material" (A J.…”

“…Elliot & McGregor, 2001, p. 504). This goal orientation has been linked to high academic performance (Darnon, Butera, Mugny, Quiamzade, & Hulleman, 2009;Darnon, Harackiewicz, Butera, Mugny, & Quiamzade, 2007;Darnon et al, 2017;Harackiewicz et al, 1997;Mouratidis et al, 2018), but research has also linked it with a low use of learning strategies, depleted working memory, and self-handicapping tendencies (Avery & Smillie, 2013;Crouzevialle & Butera, 2013;Fisher & Ford, 1998;Midgley, Kaplan, & Middleton, 2001). Individuals who demonstrate a PAv goal orientation focus on avoiding negative judgments of competence and may ascribe to the following goal: "My goal is to avoid doing poorly in this class" (A. J.…”