Do Students Distinguish Between Different Types of Performance Goals?

Parental involvement in homework: Relations with parent and student achievement‐related motivational beliefs and achievement

“…We should be cautious, however, because performance‐approach and performance‐avoidance goal orientation, although planned in our initial design, were not used as separate constructs for statistical reasons and the absence of association between an orientation towards performance and achievement could be attributed to the mixed construct of performance goal orientation. Similarly with our results, however, performance‐approach and performance‐avoidance goal orientations were not distinguished in a recent study by Bong, Woo, and Shin (). The authors argued that that the two components of performance goal orientations ‘might be too closely intertwined to be separated’ (p. 484) especially in very competitive contexts where normative competence and validation of ability are emphasized.…”

Students’ motivation to learn in middle school - a self-regulated learning approach

“…There is a vast body of literature that addresses the effort of understanding how these motivational beliefs are related and affect various outcomes. Although several studies indicate strong correlations between two or more of these motivation determinants (e.g., Bong, 2009;Bong et al, 2013;Hulleman et al, 2008;Lee et al, 2014;Murayama et al, 2011), we could not find studies that suggested a global motivation orientation regarding school engagement. Exploring a common factor that organizes motivation beliefs is not only interesting in order to articulate the existing theories of motivation, but it may also be fundamental to understand students' motivational dynamics.…”

“…There is strong and recent evidence that performance-avoidance and performanceapproach goals are highly correlated (e.g., Bong, 2009;Bong, Woo, & Shin, 2013;Murayama, Elliot, & Yamagata, 2011). Also, the task´s importance, interest and utility have correlated strongly with each other and with self-efficacy expectations (e.g., Lee, Bong, & Kim, 2014;Hulleman, Durik, Schweigert, & Harackiewicz, 2008).…”

Beyond academic achievement goals: The importance of social achievement goals in explaining gender differences in self-handicapping

“…Prior to testing the central mediation model, we sought to replicate previous findings and confirm the relative importance of performance-avoidance goals (vs. performanceapproach goals) in predicting the use of self-handicapping strategies. Given the strong correlations between approach and avoidance forms of academic goals in the current study and in previous research (Bong et al, 2013;Linnenbrink-Garcia et al, 2012), we conducted commonality analysis in R to gauge the relative contribution of each type of performance goal to self-handicapping. Commonality analysis has advantages over multiple regression because it explicitly addresses the problem of multicollinearity.…”