Average personal goal pursuit profile and contextual achievement goals: Effects on students' motivation, achievement emotions, and achievement

The aim of this study was to examine the effects of quasi-experimental goal conditions (mastery, performance-approach, combined mastery/performance-approach) on expository text learning task motivation, emotions, and achievement in a sample of students displaying the average all goal orientations profile. Participants were 143 Croatian high school students. Results revealed that the assignment of multiple mastery/performance-approach goals exerted the most adaptive pattern of results across the examined task-related outcomes. Implications for educational research and practice are discussed.