Achievement Goals Revisited: A Self-Based Perspective

Abstract

Achievement goal theory has evolved over time, with different views about what the construct represents. Initially referred to as goal orientation, it was defined as the underlying reasons for engaging in achievement behavior and seen as a cognitive framework that individuals use to interpret and respond to achievement-related information. This definition was criticized for mixing up the reasons underlying achievement behavior and the aims individuals strive to attain. Also, mastery goal orientations focusing on learning and growth did not always predict better performance, while performance goal orientations focusing on demonstrating ability and outperforming others often led to higher anxiety but better performance. This ambiguity prompted researchers to redefine achievement goals solely as the aim of achieving competence. Despite this attempt for clarification, controversies persisted, and new questions arose regarding the motivational properties of these competence-driven aims. Some researchers proposed goal complexes in response, combining both the reasons for and the aims of achievement behavior back together. However, it remains unclear whether this effort can resolve existing issues or reinvigorate research on achievement goals. We argue that the problem may stem from the neglect of self-evaluation motives—internal reasons for behaving in specific ways and seeking particular types of information. We propose that incorporating these motives into the theory could provide fresh insights into understanding why and how different achievement goals influence learning and performance.