A Novel Approach to Assessing Achievement Goals in the Context of the 2× 2 Framework: Identifying Distinct Profiles of Individuals With Different Dominant Achievement Goals

In two studies, individuals’ dominant achievement goals were assessed using a new, simple, and conceptually precise measure based on Elliot and McGregor’s (2001) 2 × 2 framework, and four groups were compared in terms of achievement-relevant variables.

Abstract

In two studies, individuals' dominant achievement goals were assessed using a new, simple, and conceptually precise measure based on Elliot and McGregor's (2001) 2 x 2 framework. Next, the four groups were compared in terms of achievement-relevant variables, including need for achievement, perfectionism, perceived competence, interest, and graded performance. As expected, a very high percentage (approximately 85%) of people indicated they had a dominant achievement goal. Furthermore, the results suggest that individuals with different dominant achievement goals have clear, distinct profiles that can be characterized as positively valenced (mastery-approach), both positively and negatively valenced (performance-approach), negatively valenced (performance-avoidance), or neither positively nor negatively valenced (mastery-avoidance).