Do Students Distinguish Between Different Types of Performance Goals?
The authors tested whether multiple components of a performance goal were differentiated by a group of Korean middle school students (N = 239). Confirmatory factor analyses showed that the normative and outcome components as well as the approach and avoidance components correlated too highly to be considered independent. A 2-factor model with a mastery goal and a performance goal most parsimoniously illustrated students’ achievement goal responses. In structural equation modeling, these 2 achievement goals functioned as conduits between perceived learning contexts and preference for course difficulty. Mastery goals were predicted positively by perceptions of school mastery goal structures and negatively by perceived importance of ability for academic success. Performance goals were positively predicted by perceptions of both school mastery and school performance goal structures with the latter demonstrating substantially stronger predictive power. Mastery goals in turn positively predicted preference for challenging courses, whereas performance goals positively predicted preference for easy courses.