Title
Short-Term and Long-Term Consequences of Achievement Goals in College: Predicting Continued Interest and Performance Over Time
Department/School
Psychology
Date
2000
Document Type
Article
DOI
https://doi.org/10.1037/0022-0663.92.2.316
Abstract
Why do some students excel in their college classes and develop interest in an academic discipline? The authors examined both the short-term and long-term consequences of students' achievement goals in an introductory psychology course. Mastery goals positively predicted subsequent interest in the course, but not course grades. Performance goals positively predicted grades, but not interest. Three semesters later, the authors obtained measures of continued interest in the discipline and long-term performance. Mastery goals predicted subsequent enrollment in psychology courses, whereas performance goals predicted long-term academic performance. These positive and complementary effects of mastery and performance goals on different measures of academic success are consistent with a multiple-goals perspective in which both goals can have beneficial consequences in college education.
Volume
92
Issue
2
Published in
Journal of Educational Psychology
Citation/Other Information
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-Term and Long-Term Consequences of Achievement Goals in College: Predicting Continued Interest and Performance Over Time. Journal of Educational Psychology, 92(2), 316-330. https://doi.org/10.1037/0022-0663.92.2.316