Abstract:
This study examines the 2 x 2 achievement goal frame-work (Elliot & McGregor, 2001), in relation to learning and coping strategies among high school students. The 2 x 2 achievement goals refer to 4 kinds of achievement goals: mastery approach, mastery avoidance, performance approach, and performance avoidance. By comparing the variable and person-centred perspectives, this study examined the relation of the 4 goal orientations on learning and coping strategies, which in turn had an effect on academic achievement and psychological health, respectively. Path analyses indicated that results differed when goal variables, as opposed to goal cluster profiles were employed as predictors. When goal variables were employed as predictors, mastery approach goals emerged as the most adaptive goal orientation. However, when goal profiles were employed as predictors, the “mastery” goal profile, as well as the “all goals moderate” goal profile emerged as the most adaptive goal groups. Contrary to expectations, the “all goals high” profile did not turn out to be as adaptive as previously thought. In addressing the goal debate on adaptiveness of goal orientations and goal profiles, the importance of concurrently examining both learning and coping domains was discussed.