Revisiting the Trichotomous Achievement Goal Framework for Hong Kong Secondary Students: A Structural Model Analysis

Abstract

Controversial research findings in the late 1990s have caused researchers to argue that performance goals can be split into performance-approach and performance-avoidance goals and that performance goals are not totally maladaptive in learning. Research on the trichotomous goals framework by Elliot, McGregor and Gable (1999) found that mastery goals are positive predictors of deep processing, performance-approach goals are positive predictors of surface processing and exam performance, and performance-avoidance goals are positive predictors of surface processing and negative predictors of deep performance and exam performance. The present study examined a structural model outlining the relationships of the three achievement goals, learning strategies and achievement of Hong Kong secondary students. The model was confirmed by LISREL8.5 for Windows with satisfactory goodness of fit index. Results show that mastery goals were significantly and positively related to deep learning strategy but negatively related to surface strategy. Both performance-approach and avoidance goals were significantly related to surface strategy. Mastery goals and performance-approach goals were significantly and positively related to academic achievement but performance-avoidance goals were significantly and negatively related to achievement.