A 2 × 2 achievement goal framework.

2001/01/01 by Andrew J. Elliot, Holly A. McGregor · 3,549 citations
Psychology · #Academic achievement #Anxiety #Cognitive Abilities and Testing #Construct (python library) #Developmental psychology #Education, Achievement, and Giftedness #Goal orientation #Goal setting #Goal theory #Mastery learning #Mathematics education #Motivation and Self-Concept in Sports #Need for achievement #Psychology #Social psychology #Socialization #Test (biology)

paper · doi:10.1037/0022-3514.80.3.501

published in Journal of Personality and Social Psychology 80(3), 501-519 (American Psychological Association)

openalex publication_date 2001/01/01 · openalex created_date 2016/06/24 · openalex updated_date 2026/08/06

Abstract

A 2 x 2 achievement goal framework comprising mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals was proposed and tested in 3 studies. Factor analytic results supported the independence of the 4 achievement goal constructs. The goals were examined with respect to several important antecedents (e.g., motive dispositions, implicit theories, socialization histories) and consequences (e.g., anticipatory test anxiety, exam performance, health center visits), with particular attention allocated to the new mastery-avoidance goal construct. The results revealed distinct empirical profiles for each of the achievement goals; the pattern for mastery-avoidance goals was, as anticipated, more negative than that for mastery-approach goals and more positive than that for performance-avoidance goals. Implications of the present work for future theoretical development in the achievement goal literature are discussed.

Citations

• Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

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