Abstract
In this paper, we used a multi-method approach to investigate continuity and change in achievement goals of students who participated in summer classes designed for academically advanced students. Students in classes where their performances were graded showed larger increase in performance-avoidance goals compared to students in classes without grades. The mean-level change in mastery goal was not significant for the overall sample. Further analysis at the individual level suggested that, in fact, the majority of students (77%) experienced changes in mastery goals, with similar number of students having an increase (37.4%) and a decrease (39.4%) over time. Results established several individual and contextual factors as variables that influenced students' goal configurations. Students with fixed mindset displayed the greatest amount of change in their goal profiles. Students who were high in effort beliefs and those who thought that their ideas were valued in classes experienced stability in goal configurations.
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