Changes in Self-Efficacy, Challenge Avoidance, and Intrinsic Value in Response to Grades: The Role of Achievement Goals

Abstract

The relationship between achievement goals and changes in students' self-efficacy, challenge avoidance, and intrinsic value in response to grades was examined in a short-term longitudinal study of 361 college students. Data were collected at the beginning of the semester and immediately after students received their grades on their first major exam or paper. A mastery goal was associated with enhanced motivation and a performance-avoidance goal was associated with diminished motivation around the receipt of grades. A performance-approach goal was associated with diminished motivation when students received low grades but not high grades. The same pattern of relationships between goals and changes in motivation was found when students' perceptions of success were analyzed instead of grades. Theoretical and practical implications are discussed.