Abstract
The 3 × 2 achievement goal model separates the mastery goal construct into task-based and self-based achievement goals. Using data primarily gathered from self-report questionnaires administered to a sample of Filipino college students from the Philippines, the present research investigated the structural validity of task-based goals and self-based goals and their association with previously examined antecedent and consequent variables of mastery goals (task value, self-efficacy, test hope, test anxiety, test performance). While results from the data analyses were mixed, the results provided some evidence on the structural and predictive validity of task-based and self-based achievement goals in the Philippine sample. Moreover, the present research did not only provide some support for the separation of task-based and self-based goals but also highlighted the benefits of both task-based goals and self-based goals.
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