The present study considers creativity within the motivational theory of achievement goals. Achievement goals provide a framework for exploring the cognitions, affective responses, and behavior of people in situations concerned with achievement (Dweck, 1988; Maehr, 1984; Nicholls, 1984). Two types of goal in particular have emerged. They have been labeled variously but share similar theoretical distinctions. First, there is a performance goal (Ames & Archer, 1988; Elliott & Dweck, 1988), an ego incentive (Maehr & Braskamp, 1986), or ego involved (Nicholls, 1983, 1984). Those holding a performance goal are concerned primarily with demonstrating their ability, and this is shown to best advantage by outperforming others on a task, particularly if success is achieved with little effort. Second, there is a mastery goal (Ames & Archer, 1988), a task incentive (Maehr & Braskamp, 1986), a learning goal (Elliott & Dweck, 1988), or task involved (Nicholls, 1983, 1984). Those holding this goal want to develop their competence or increase understanding of a subject, and anticipate that this end will be achieved by working hard.