Antecedents and Consequences of Mastery Goals: Amalgamating Different Theoretical Orientations

Abstract

Aims: Situating within the 2 x 2 model of achievement goals, we explored the antecedents (emotional and physiological states, academic buoyancy, task values) and consequences (academic engagement, intrinsic motivation) of both mastery-approach and mastery-avoidance goals. Our hypothesized a priori model for testing entails direct and indirect effects, emphasizing in particular the central mechanism of both mastery goal types. Methodology: Secondary school students (N = 288) participated in the present study, and data were collected across four occasions. Results: Structural equation modeling yielded some notable findings, such as the negative effects of emotional and physiological states on mastery-approach and mastery-avoidance goals and the negative effect of mastery-avoidance goals on academic engagement. Task values and emotional and physiological states also influenced intrinsic motivation. Evidence from our investigation, overall, provided additional clarity into the characteristics of the two mastery goal types.