Multiple goals, multiple pathways: The role of goal orientation in learning and achievement

Mastery goals have been linked to adaptive outcomes in normative goal theory and research; performance goals, to less adaptive outcomes. In contrast approach performance goals may be adaptive for some outcomes under a revised goal theory perspective. The current study addresses the role of multiple goals, both mastery and approach performance goals, and links them to multiple outcomes of motivation, affect, strategy use, and performance. Data were collected over 3 waves from 8th and 9th graders (N = 150) in their math classrooms using both self-report questionnaires and actual math grades. There was a general decline in adaptive outcomes over time, bur these trends were moderated by the different patterns of multiple goals. In line with normative goal theory, mastery goals were adaptive; but also in line with the revised goal theory perspective, approach performance goals, when coupled with mastery goals, were just as adaptive.