Mastery and performance-approach goals positively predict self-efficacy while performance-avoidance goals negatively predict it across all three grade levels¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2012 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? In cross-sectional SEM models, mastery and performance-approach goals were positively associated with self-efficacy, and performance-avoidance goals negatively, at all grade levels; the authors note no causal relationship is established. → Mason 2012
Evidence¶
Mason 2012¶
Mason, L., Boscolo, P., Tornatora, M. C., & Ronconi, L. (2012). Besides knowledge: a cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science. Instructional Science. https://doi.org/10.1007/s11251-012-9210-0
q3 · i? · associational · r2
SEM path analysis of fifth-grade data (n = 213) showed mastery (β = 0.23) and performance-approach goals (β = 0.27) positively predicted self-efficacy, while performance-avoidance goals negatively predicted it (β = -0.46). Similar patterns held at eighth and eleventh grades. The data are cross-sectional questionnaires; the authors state that "effect" is SEM terminology and that no causal relationships are established.
"both mastery goals (b = 0.23, t = 4.31) and performance-approach goals (b = 0.27, t = 5.31) had a positive effect on self-efficacy, whereas performance-avoidance goals had a negative effect (b = -0.46, t = -8.54)."
Discussion¶
Related Claims¶
- Achievement goals show small consistent correlations with academic achievement, positive for approach goals and negative for avoidance goals — related
- Performance-avoidance goals negatively predict both self-concept and self-efficacy across all three grade levels — related
- For effective self-regulators, mastery goals have a large positive and performance-avoidance goals a small negative effect on metacognition — related
- Epistemic beliefs about the justification of scientific knowledge predict mastery and performance-approach goals positively and performance-avoidance goals negatively in fifth grade — related
- Teacher support positively predicts mastery-approach and performance-approach goals, but not mastery-avoidance or performance-avoidance goals, in AI-assisted English learning — related
- Mastery-approach, performance-approach, and performance-avoidance goals positively predict engagement, while mastery-avoidance goals do not, in AI-assisted English learning — related
- Mastery-approach goals are positively related to time management, while performance-approach relations are inconsistent and performance-avoidance goals show no association — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
achievement-goals-predict-self-efficacy |
title |
Mastery and performance-approach goals positively predict self-efficacy while performance-avoidance goals negatively predict it across all three grade levels |
description |
Mastery and performance-approach goals positively predict self-efficacy while performance-avoidance goals negatively predict it across all three grade levels |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mason-2012 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.