Goal Complexes: Approaching the Task to Develop Rather Than Demonstrate Ability

Abstract

This research uses the conceptualization of the 3 x 2 achievement goal model and the framework of goal complexes to investigate relationships among achievement goals and their underlying reasons. Data for this study were collected from two independent samples of graduate and undergraduate college students. Convergent results were obtained in both samples; they indicate that regardless of valence, students identified closest with aims related to task, followed by self-related and then to other-related types of goals. Moreover, for task- and self-related aims but not for other-related ones, participants endorsed stronger approach than avoidance goals. Across all types of aims students identified closer with the development than with the demonstration of ability