The Meaning of Mastery-Avoidance Goals Among Middle School Students in Two Domains

• In Event: Achievement Goal Theory: New Research and Applications

Abstract

Although it has been over a decade since mastery-avoidance goals were introduced into achievement goal theory, their meaning and relevance to younger children in different domains are still under debate. The current study investigated the meaning and prevalence of mastery-avoidance goals among 128 7th and 8th grade middle school students in science and instrumental music. Survey results found that students in this sample did endorse mastery-avoidance goals in both domains, indicating mastery-avoidance goals to be a relevant motivational orientation among these students. However, results from MDS analyses indicate that in both domains, students do not make a distinction between mastery-avoidance and mastery-approach goals, calling for further investigation into the need for mastery-avoidance as its own construct among young students.

Authors

• Melissa Karakus, Temple University

• Bradley W. Bergey, Dalhousie University