Achievement goals as predictors of achievement-relevant processes prior to task engagement

This research comprised 3 studies (2 prospective and 1 short-term longitudinal) designed to investigate mastery, performance-approach, and performance-avoidance goals as predictors of achievement-relevant processes prior to the undergraduate examination experience. Results from across the 3 studies were supportive of the authors' hypotheses and revealed a differential predictive pattern for each of the achievement goals. Mastery goals were linked to numerous positive processes (e.g., challenge appraisals, absorption during preparation), performance-approach goals were linked to a more limited set of positive processes (e.g., challenge appraisals, grade aspirations), and performance-avoidance goals were linked to numerous negative processes (e.g., threat appraisals, anticipatory test anxiety). Implications for the trichotomous achievement goal model and educators are discussed.