Academic competence and achievement goals: Self-pressure and disruptive behaviors as mediators

Abstract

Perceived academic competence is viewed as an important antecedent of students' achievement goals. However, knowledge about the longitudinal associations between these two concepts and their potential mechanisms is poorly documented. The goal of this 2-year prospective study was to test a predictive model linking perceived competence to achievement goals through academic self-pressure and disruptive classroom behaviors. The participants recruited were 339 French Canadian early adolescents (mean age = 12.30). They completed questionnaires three times over two school years. Results from structural equation modeling showed that perceived academic competence predicted an increase in both approach goals (mastery and performance) and a decrease in mastery-avoidance goals. These associations were mediated by low levels of academic self-pressure (for performance-approach and mastery-avoidance goals) and disruptive behaviors (for mastery-approach goals). Practical implications of these findings and potential avenues for future research are discussed.