Revisiting multiple pathways to achievement: Re-examining the roles of achievement goals in predicting grades through task values

Abstract

Research suggests that undergraduates' learning and performance-approach goals initiate distinct pathways to course achievement through different task values. However, few studies were longitudinal or controlled for initial task values. It therefore remains unclear whether task values mediate the relation between initial achievement goals and final grades beyond initial task values. The present study examined these pathways in two year-long college courses (N = 175). When initial task values were not controlled, the hypothesized pathways emerged: Semester 1 learning goals predicted year-end course grades via Semester 2 intrinsic value whereas Semester 1 performance-approach goals predicted course grades via Semester 2 attainment value. When Semester 1 values were controlled, however, achievement goals generally did not predict task values, although Semester 2 intrinsic and attainment value remained independent predictors of grades. These findings help to clarify and reconcile previous research findings and underscore the importance of accounting for construct stability to elucidate motivational processes.