Authors: Wirthwein, Linda
Steinmayr, Ricarda
Title: Performance-approach goals: the operationalization makes the difference
Language (ISO): en
Abstract: The operationalization of performance-approach goals (PAGs) was found to be an important moderator of the associations between different PAGs and several educational outcomes. To explore this aspect in more detail, we conducted two studies with school students (N1 = 425, mean age = 16.6 years, SD = 0.61; N2 = 310, mean age = 14.91, SD = 1.72). In study 1, we mainly focused on the associations between achievement goals and school grades. In study 2, we additionally assessed several motivational variables (academic self-concept, school values), as well as test anxiety and school well-being. All variables were assessed for school in general, mathematics, and German (mother tongue). The results of confirmatory factor analyses replicated and extended the finding on the different facets of PAGs. Besides a normative-based PAG component (the aim is to perform better than others) and an appearance-based PAG component (the aim is to demonstrate one’s ability), an additional proving PAG component (the aim is to demonstrate one’s ability toward significant others) was found. Contrary to earlier findings, both normative and appearance-based PAGs were positively correlated with school grades, whereas the proving component showed smaller associations. Moreover, differential associations with self-concept, school values, and school well-being emerged regarding the different facets of PAGs. The results are discussed with regard to the operationalization of PAGs.
Subject Headings: Achievement goals
School achievement
Subject Headings (RSWK): Lernmotivation
Issue Date: 2020-12-05
Rights link:
Appears in Collections:Institut für Psychologie

Files in This Item:
File Description SizeFormat 
Wirthwein-Steinmayr2020_Article_Performance-approachGoalsTheOp.pdf462.78 kBAdobe PDFView/Open

This item is protected by original copyright

This item is licensed under a Creative Commons License Creative Commons