Abstract
Underpinned by the hierarchical model of approach and avoidance motivation, the study examined the differential relations of individual-oriented and social-oriented achievement motives to approach and avoidance achievement goals (mastery-approach, performance-approach, mastery-avoidance, performance-avoidance). A total of 570 Chinese high school students participated in this study. Path analysis was conducted and gender differences were also examined. The results from both boys and girls samples converged: individual-oriented achievement motive was a positive predictor of only the two approach goals, whereas social-oriented achievement motive was a positive predictor of both approach and avoidance goals. These findings hold important applied implications for parents and teachers in enhancing their children's/students' academic motivation.
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