General versus specific achievement goals: A re-examination

• Specific and general achievement goals and scholastic outcomes were assessed.
• This study analyzed the relative importance of these variables systematically.
• Relationships were stronger when the level of specificity was matched.
• Regarding achievement goals, mastery goals were the relatively best predictors.

Previous studies revealed inconsistent results regarding the relative importance of specific and general achievement goals (mastery goals, performance-approach goals, performance-avoidance goals, work-avoidance goals) in predicting specific and general scholastic outcomes (interests, importance, grades). Therefore, high-school students (N = 1210; grades 7–10) answered a questionnaire assessing these variables on a general academic and school-subject-specific (six school subjects) level. The findings showed (mostly) stronger relationships when achievement goals and scholastic outcomes matched the specificity level than when the variables were mismatched. Regarding achievement goals, mastery goals were the best predictors. The results evidenced the relevance of matching the specificity level of achievement goals and scholastic outcomes.