Performance-Avoidance Goals: Not Necessarily Bad All of the Time, for Everyone

• In Event: Achievement Goals and Beliefs

Abstract

This classroom-based study examined the effects of university students’ achievement goals on classroom performance for one semester. Performance-approach and mastery-approach goals consistently predict positive classroom outcomes. Performance-avoidance goals, however, have consistently predicted negative classroom outcomes. These avoidance goals, however, may not be maladaptive for all students all the time. Specifically, for students who are trying to improve their grades after poor performance, early in the semester, avoidance goals may be beneficial. Using a mixed method design, the current study looked at students’ reported goals three times during the semester. For participants who had low grade performance after midterms, the adoption of performance-avoidance goals positively predicted later class performance. Implications for goal theory are discussed.

Authors

• Chelsea M. Lovejoy, Northern Illinois University

• Amanda Marie Durik, Northern Illinois University