Achievement Goal Questionnaire Research Articles

A multifactorial model of intrinsic / environmental motivators, personal traits and their combined influences on math performance in elementary school

AbstractNumerous studies have explored the important role of achievement goals, as well as factors such as interest and self-efficacy, for academic performance of students of various ages. Such studies usually focus on the influence of one or two of these factors that are known to be associated with performance. At the same time, achievement goals themselves are influenced by environmental factors such as the influence of “significant others” (parents, teachers) or the overall socio-cultural context. In the present study, we expand the framework of achievement goal theory by building a holistic multifactorial path analysis model of direct and indirect influences, where achievement goals and personality traits such as self-efficacy and interest exert a combined influence on performance, but also receive influence from environmental factors.To achieve this goal, we collected data from 762 5th and 6th grade students, who attended 22 public primary schools in Cyprus. Data was collected with reliable and valid self-report scales such as the Achievement Goal Questionnaire (AGQ-R) and the Patterns of Adaptive Learning Scales (PALS), as well as a battery for Mathematical performance created by the researchers.Our results indicate a robust model that effectively captures the complex grid of associations between these factors of interest. Among other findings, self-efficacy and interest were found to mediate the relation between students’ mastery goals and performance. In sum, this research underscores the profound significance of mastery goals, self-efficacy and interest in Mathematical performance.

Adaptation and Validation of the 3 × 2 Achievement Goals Questionnaire in a Population of Athletes.

(1) Background: Sport goals, although widely recognised as crucial for motivation and performance in sport, are multifaceted and can be difficult to measure directly. The present research aims to validate the 3 × 2 achievement goals questionnaire of Mascret in Spanish in a population of athletes. (2) Method: By using a latent factor approach, it is possible to identify the underlying dimensions of these goals and to better understand how they are structured. For this purpose, this questionnaire has been translated and compared with the life satisfaction scale. An exploration of the multifaceted nature of sport goals has been carried out using structural equation modelling. A total of 580 athletes (463 males and 216 females, M = 21.5, SD = 2.36) from different sport disciplines and from 12 autonomous communities in Spain participated in the research. (3) Results: The results show that the questionnaire presents a high scale reliability and that all items contribute significantly to the internal consistency of the scale. (4) Conclusions: The adaptation of this scale to the Spanish population of athletes can be a valid and useful tool to measure and understand motivation and goals in the sport context.

The association between academic achievement goals and adolescent depressive symptoms: a prospective cohort study in Australia

Students define academic competence across two axes: developing skills and understanding (mastery) versus comparisons with peers (performance), and achieving goals (approach) versus avoiding failure (avoidance). We aimed to examine the longitudinal association between achievement goals and adolescent depressive symptoms. We analysed data from the Kindergarten (recruited at age 4-5 years; born between March, 1999, and February, 2000; recruited from March, 2004 to November, 2004) and Baby (recruited at age 0-1 years; born between March, 2003, and February, 2004; recruited from March, 2004 to January, 2005) cohorts of the Longitudinal Study of Australian Children. Participants were identified through the Medicare enrolment database and sampled using a randomised selection stratified by postcode to represent the Australian population. Achievement goals were measured at age 12-13 years with the Achievement Goal Questionnaire (ranges from 1 to 7 on each of the four subscales), and depressive symptoms with the Short Mood and Feelings Questionnaire (score ranges from 0 to 26, with higher scores indicating more severe symptoms) at ages 14-15 years (both cohorts) and 16-17 years (Kindergarten cohort only). Analyses were linear multilevel and traditional regressions, with confounder adjustment, for participants with available data on the exposures, confounders, and outcome. We included 3200 participants (1585 female and 1615 male) from the Kindergarten cohort and 2671 participants (1310 female and 1361 male) from the Baby cohort. A 1-point increase in mastery-approach goals was associated with decreased depressive symptom severity score (Kindergarten, -0·33 [95% CI -0·52 to -0·15]; Baby, -0·29 [-0·54 to -0·03]), while a 1-point increase in mastery-avoidance goals was associated with increased depressive symptom severity score (Kindergarten, 0·35 [95% CI 0·21 to 0·48]; Baby, 0·44 [0·25 to 0·64]). A 1-point increase in performance-avoidance goals was associated with increased depressive symptom severity score in the Kindergarten cohort but not the Baby cohort (Kindergarten, 0·26 [95% CI 0·11 to 0·41]; Baby, -0·04 [-0·27 to 0·19]). We found little evidence of an association between depressive symptom severity and performance-approach goals. Depressive symptoms in adolescents were associated with their achievement goals, which could be targetable risk factors for future trials to investigate whether school-based interventions that aim to enhance factors consistent with mastery goals (ie, learning skills and understanding the subject, rather than assessing competence in comparison to peers) could prevent depression in adolescents. Sir Henry Dale Fellowship jointly funded by the Wellcome Trust and the Royal Society.

Management Of Internally Generated Revenue And Goal Achievement Nexus In Public Universities Of Cross River State, Nigeria

The study was conducted on management of internally generated revenue and goal achievement nexus in public Universities in Cross River State, Nigeria. To achieve the aim of this study, two research questions were raised and two hypotheses were formulated to guide the study. Correlational research design was adopted for the study. Population of the study consist of one hundred and fifty-one (151) Heads of Department from two public Universities in Cross River State were selected for the study. The selection which was done through census sampling approach. The instrument used for the data collection was questionnaire titled: Management of Internally Generated Revenue and Universities Goal Achievement Questionnaire (MIGRUGAQ) was developed by the researchers and was validated by two experts in administration in higher education and measurement and evaluation. Data collected were subjected to statistical analysis using Simple linear regression analysis. The result revealed that management of fund generated through alumni association and school fees significantly predict Universities goal achievement in Cross River State, Nigeria.

Parent-Teacher Association Intervention Strategies and Goal Achievement in Public Secondary Schools

Parent-Teacher Association has ensured and improved the quality and standard of education in Nigeria. This study examined parent-teacher association intervention strategies and goal achievement in public secondary schools in Ilorin-West Local Government Area, Kwara State, Nigeria. The study adopted a descriptive survey of correlational type. Two research questions and one hypothesis were raised to guide the study. A purposive random sampling technique was used to select two hundred and thirty-seven respondents from 39 public senior secondary schools in Ilorin-West Local Government Area, Kwara State. The research instrument was titled Parent-Teacher Association Intervention Strategies Questionnaire (PTAISQ) and Goal Achievement Questionnaire (GAQ) was used to collect data for the study. Descriptive statistic of frequency counts, percentages, mean and standard deviation was used to analyze demographics and answer the research questions raised. Inferential statistics of Pearson Product Moment Correlation statistics were used to test the formulated research hypotheses. The findings of the study revealed that; the level of parents-teachers’ intervention strategies were high based on the dimensions in Ilorin-West Local Government Area, Kwara State. The level of goal achievement in public secondary schools in Ilorin-West Local Government Area, Kwara State was high. There was a significant relationship between parents-teacher intervention strategies and goal achievement in public secondary schools in Ilorin-West Local Government Area, Kwara State. It was recommended among others that the Kwara State government through Kwara Teaching Service Commission (TESCOM) ensure that qualified and competent teachers are recruited so that effective and efficient teaching and learning processes will be improved.

Validation and personality conditionings of the 3 × 2 achievement goal model in sport

Achievement goal models have been successfully applied in sport. In recent years, a framework that has emerged in this area is the 3 × 2 approach, being a natural evolution of years of research into the issue of achievement goals. Nevertheless, it is essential to further validate the abovementioned approach and explore its psychosocial context. Hence, the purpose of this study was to validate the latest 3 × 2 achievement goal model among high-performance and recreational athletes using the Polish version of the 3 × 2 Achievement Goal Questionnaire for Sport (3 × 2 AGQ-S), and to determine the relationship between personality traits and achievement goals of athletes. The study included 413 athletes, with M = 20.62 and SD = 2.72. The 3 × 2 AGQ-S was used to assess achievement goals, the Big Five personality traits were assessed using the IPIP-BFM-20 questionnaire. The model of the Polish version of the 3 × 2 AGQ-S achieved a satisfactory fit to the data (CFI = 0.940, TLI = 0.923, RMSEA = 0.086, SRMR = 0.061). Cronbach’s alphas for the subscales were: 0.77–0.96. High-performance athletes obtained higher achievement goals in task and self subscales than recreational athletes. Personality traits explained no more than 3% of variance of achievement goals in sport. Research involving the Polish version of the 3 × 2 AGQ-S supports the validity of the 3 × 2 model in sport among high-performance and recreational athletes. Nevertheless, the small relationships between the personality traits and achievement goals prompt searching for other psychosocial determinants of goals in sport.

Self-Determined Regulation, Achievement Goals and Sport Commitment in Spanish Masters Swimmers.

This work analyses the motivational regulation, achievement goals and sport commitment of Spanish Masters swimmers, being the first study of its kind. A total of 211 (106 women and 105 men) Masters swimmers from the Federation of Castilla-La Mancha (Spain) aged between 20 and 74 participated. Each participant completed the Sport Motivation Scale (motivation regulation), the Achievement Goals Questionnaire for Sport (achievement goals) and the Sport Commitment Questionnaire (sport commitment), all validated for the Spanish population. A mixed rANOVA was performed to analyse the results, using sex and age group as covariates, and the different groupings of the sample (weekly training days, weekly training hours and practice of other sports) as between-participants factors. The results showed that the participants presented a predominantly intrinsic-integrated and identified regulation, rather than introjected and external regulation. Mastery goals were more prevalent than performance-approach and performance-avoidance goals. In addition, current sport commitment was high, being greater than future commitment. Pearson's correlation analysis showed moderate relationships between our variables. We found no influence of either the covariates of sex and age or the grouping variables. These findings serve as the basis for further study of the motivation of Masters swimmers in Spain.

The Cognitive-affective Distinction in Achievement Goal: The Development and Validation of the Achievement Questionnaire for Biology Learning

K-8 science teacher candidates often struggle with the difficult learning tasks in multiple science courses in their teacher-training program. One of the major parts of these science courses is biology. Student learning in biology depends on their motivational and affective variables as much as their cognitive abilities. As one of the theories of motivation, the achievement goal theory seeks how individuals pursue academic study by focusing on mastery or performance goals. In addition to goal settings, achievement emotions also influence learners’ academic performance. The authors suggested a theoretical model integrating achievement emotions into the construct of achievement goal theory. The present study has potential provide more insight into individual differences in goal preferences. This model was examined with K-8 science teacher candidates (n = 581). To test the theoretical model, the “Achievement Goal Questionnaire for Biology Learning” (AGQ-BL) was devised. According to the theoretical model, the AGQ-BL consisted of six subscales which are Mastery Goals-(affective-cognitive), Performance Goals-Approach (Affective-Cognitive), and Performance Goals Avoidance-(affective-cognitive). The explanatory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized to verify the construct validity of the AGQ-BL. The results of EFA showed and CFA confirmed that the AGQ-BL was composed of six factors, as proposed by the theoretical framework. Internal consistency of the subscales of the AGQ-BL computed by Cronbach’s alpha revealed high reliability for each. This study empirically demonstrated the integration of cognitive and emotional goals in achievement settings regarding biology learning. Thus, it can be asserted achievement goals’ structure could have more predictive potential on affective and cognitive variables in biology education.

Childhood Adverse Experiences, Cognitive Flexibility And Goal Orientation In Adolescents.

To investigate correlation among childhood adverse experiences, cognitive flexibility, and goal orientation in adolescents, a cross-sectional study was conducted at the Riphah International University, Lahore, Pakistan, from July 2021 to March 2022, while data was collected from students of both private and governmentschools/colleges of Lahore. Non-Probability Purposive Sampling was carried out to recruit the sample of 250 participants, within the age range of 15-18 years. Sample size was determined by G Power Analysis and Greens Formula by Kang H (2021). Adverse Childhood Experience Scale, Cognitive Flexibility Scale, and Achievement Goal Questionnaire were used as toolsfor data collection. Data was analysed in SPSS version 21, using descriptive analysis, independent sample t-test, Pearson Product Moment Correlation and Multiple Regression Analysis. Results showed significant difference among males and females, results also revealed significant correlation among childhood adverse experiences, cognitive flexibility, and goal orientation in adolescents. It was also noted that childhood adverse experiences and cognitive flexibility are good predictors of goal orientation in adolescents. It was concluded that early adversity can negatively affect goal orientation and cognitive flexibility, whereas cognitive flexibility positively affects goal orientation in adolescents. It is also worth noting that females have complex cognitive flexibility which enhances their goal orientation as compared to males, in spite of their childhood adverse experience.

IguideME

Personalized feedback is important for the learning process, but it is time consuming and particularly problematic in large-scale courses. While automatic feedback may help for self-regulated learning, not all forms of feedback are effective. Social comparison offers powerful feedback but is often loosely designed. We propose that intertwining meaningful feedback with well-designed peer comparison using a learning analytics dashboard provides a solution. Third-year bachelor students were randomly assigned to have access to the learning analytics dashboard IguideME (treatment, n=31) or no access (control, n=31). Dashboard users were asked to indicate their desired grade, which was used to construct peer-comparison groups. Personalized peer-comparison feedback was provided via the dashboard. The effects were studied using quantitative and qualitative data, including the Motivated Strategies for Learning Questionnaire (MSLQ) and the Achievement Goal Questionnaire (AGQ). Compared to the control group, the treatment group achieved higher scores for the MSLQ components “metacognitive self-regulation” and “peer learning,” and for the AGQ component “other-approach” (do better than others). The treatment group performed better on reading assignments and achieved higher grades for high-level Bloom exam questions. These data support the hypothesis that personalized peer-comparison feedback can be used to improve self-regulated learning and academic achievement.

Patterns of Adaptive Learning Scales and Achievement Goal Questionnaire 3 × 2: More Different than Similar

The present study examined the convergent validity between two frequently used achievement goal instruments: Patterns of Adaptive Learning Scales (PALS) and the Achievement Goal Questionnaire 3 × 2 (AGQ 3 × 2). Confirmatory factor analysis and structural equation models tested for relationships both within and across the scales in a sample of undergraduate students ( N = 363). Main findings suggested that the PALS and AGQ 3 × 2 had stronger relationships within their respective instruments then between the scales. The PALS and AGQ 3 × 2 instruments had some similarities between mastery goals, but relationships between the performance goals of these two instruments were weaker or uncorrelated. These findings suggest/highlight the ongoing disparities in the measurement of achievement goal theory. Future research should consider that the PALS and AGQ 3 × 2 goal instrumently likely measure different theoretical constructs.

EXAMINING THE ROLE OF IMPLICIT BELIEFS AND TEACHING ACHIEVEMENT GOALS IN THE DEVELOPMENT OF TEACHING EMOTIONS IN FILIPINO IN- SERVICE TEACHERS

Despite strong support for the study of how implicit beliefs of emotion and achievement goals affect emotion, none have studied these in the context of teaching. This study aims to examine how implicit beliefs of emotions affect teaching emotions through achievement goal orientation. This study, wherein a total of 428 teachers from public elementary and high schools in Iligan City, Lanao Del Norte were chosen through cluster random sampling, gathered data through the use of questionnaires: implicit beliefs questionnaire (IBEQ), teaching emotions questionnaire (TEQ) and achievement goal questionnaire (AGQ) which were all validated and psychometrically cross-examined. All statistical procedures were performed using the Statistical Package for the Social Sciences (SPSS) Version 20. These implicit beliefs appeared to have a positive significance towards teaching achievement goals (IB to PAp= 1.02%, IB to PAv= 1.03%, IB to MAp= 3.32%, IB to MAv= 1.90%, IB to PAp= 0.92%) and is also a significant predictor of teaching emotions (IB to Ang=2.32%, IB to= Anx=3.30%, IB to En = 1.37%). It was also found that achievement goals were shown to be predictors of teaching emotions (MAp to En=32.03%, MAptoAng=14.53%, MAv to Ang=6.85%, MAptoAnx=10.96%, MAvtoAnx=4.04%, PAp to Anx=6.35%). Finally, teaching achievement goals were found out to be significant mediators of implicit beliefs of emotions and teaching emotions.

Teachers’ achievement goals and teaching practices: A standardized lesson diary approach

That teachers' achievement goals matter for teaching practices is an important premise of teacher motivation research. However, this notion is still little understood, particularly as most studies on this topic use global self-reports of overarching teaching practices. We therefore differentiate between ten teaching practices central to motivating lessons and introduce a diary approach for assessing them. Following a baseline achievement goal questionnaire, 134 German high school teachers completed 670 standardized lesson diaries concerning their subsequent lessons. Multilevel analyses illuminated robust linkages between teachers’ goals and teaching practices and speak to the merits of a diary approach for assessing teaching practices.

The reROOT Coaching Program: A Pilot Randomized Controlled Trial Evaluating Its Impact on Coaching Style and Athlete Sports Development

The reROOT program teaches coaches 40 behaviors belonging to a need-supportive coaching style (including structure, involvement, and autonomy support), as defined by self-determination theory. This pilot randomized controlled trial, conducted during the COVID-19-related lockdown, evaluated the impact of this 18-hr program on coaching style (e.g., Problems in Sports Questionnaire) and on athlete motivation (Motivation Underlying Achievement Goals Questionnaire), performance (tactical, technical, physical, and psychological skills), and well-being (Satisfaction with Life Scale; Positive and Negative Affect Schedule). Twenty-three sports teams from two universities were randomized in the experimental or the wait-list control condition. Coaches in the experimental condition evaluated autonomy-supportive coaching styles more favorably than those in the control condition at the 1-year follow-up, but not 2 months after the end of the program. Athletes whose coaches participated in the program did not rate them as having a higher need-supportive coaching style, but experienced greater autonomous motivation and (potentially) performance, and under certain circumstances greater well-being and less controlled motivation 2 months after the end of the program compared with the wait-list condition. These findings suggest that the reROOT program could potentially improve readiness to rely on more autonomy-supportive skills and promote some aspects of sports development in athletes.

The Mediating Role of Task Value in Relationship between Self-Efficacy and Approach Goals Orientations in Science

The current study aims to investigate whether there is a meaningful effect of self-efficacy and task value on the achievement approach goals in learning science. In line with this purpose, a correlational method was used in the current study. The participants of this study were 310 middle school students from six public schools (close to each other in terms of socio-economic level and opportunities) in different districts of Erzurum in Turkey. Data were collected through two previously validated instruments: The Achievement Goal Questionnaire and The Motivated Strategies for Learning Questionnaire (self-efficacy and task value subscales). The Achievement Goal Questionnaire was used to determine the students' approach goal orientations (mastery-approach and performance-approach) and The Motivated Strategies for Learning Questionnaire scale was used to assess the students’ task value and self-efficacy perceptions. The data obtained were analyzed in two parts. In the first part, SPSS is used for descriptive statistics about variables. The structural Equation Model was used to test the proposed model in the second part. The results of the study have shown that self-efficacy and task value influence the level of students’ mastery and performance approach goals. Besides, task value has a partial mediating effect on the relationship between self-efficacy and achievement approach goals. The results of the study were discussed according to the relevant literature.

The 3 × 2 achievement goal model and its relation to students’ persistence/effort in college physical activity classes

Objective: This study examined (1) the validity and reliability of the 3 × 2 achievement goal questionnaire (3 × 2 AGQ) in a college physical activity (PA) setting, and (2) relationships between achievement goals and students’ persistence/effort. Methods: Participants were 556 students (M = 20.31 years, SD = 1.34; 305 males; 251 females) enrolled in PA classes at a major university in the southwest U.S. Results: Results indicated that the 3 × 2 AGQ failed to assess six achievement goals as construed in the 3 × 2 model of achievement goals in academic settings. However, it served as a reliable and valid measure assessing task/self-approach, task/self-avoidance, other-approach, and other-avoidance goals in a college PA setting. All except other-avoidance goals were found motivationally beneficial and positively predicted persistence/effort. Conclusions: Instructors are encouraged to figure out how to use their influences and peers’ influences to help students endorse achievement goals that contribute to positive motivation, such as task/self-approach goals.

The 3 × 2 Achievement Goal Questionnaire- Argentine (3 × 2 AGQ-AR): Adaptation, Factor Structure and Internal Consistency

This research examined the adaptation, validity and reliability of the 3 × 2 Achievement Goal Questionnaire (Elliot, Murayama, & Pekrun, 2011) in a sample of Argentine university students. A direct translation into Spanish was made and its equivalence was analyzed in a bilingual sample. The correlations between the original and translated versions of the scales were moderate and high (.53 to .93). In two instances, evidence of the factor structure of the instrument was provided by confirmatory factor analysis and the internal consistency was examined by the coefficients alpha and omega. The fit indexes support the proposed 3 × 2 goal model (S-B χ2/df =1.39, p < .001, CFI = .99, RMSEA [IC95] = .04 [.02-.06]) and were superior to ten alternative models. The internal consistency of each scale was very good (.80 to .96) and similar to that of the original research.

Exploring the Relationships Among Achievement Goal Theory, State Anxiety, and Intentions to Be Physically Active

Background: Participating in physical activity has been shown to reduce symptoms of anxiety, but the reasoning behind this explanation has not been well-established in the literature. Previous research on this topic has identified low confidence as a possible reason for anxiety in physical activity. Therefore, Achievement Goal Theory (AGT) could be one framework to help better understand this phenomenon. Aims and Objectives: The aim of this study was to investigate the interrelationships among AGT constructs (goal orientations and perceived motivational climate), state anxiety, and intentions to be physically active. Study Design: After IRB approval, a sample of 531 participants (73.3% female) was engaged from a large public university in the Southeastern United States. Setting: The consenting individuals completed questionnaires related to the hypothesized construct. The range of ages of the participants was 18 to 36 years with a mean of 20.71 years. Data were collected late on in the semester after a perceived motivational climate was established. Materials and Methods: Participants completed the following questionnaires: the Achievement Goal Questionnaire for Sport, competence valuation items from Elliot et al. (2000), perceived competence items from Intrinsic Motivation Inventory (IMI), Perceived Motivational Climate Questionnaire in Physical Activity Settings, adapted anxiety scale from Thill and Curry (2000), Chatzisarantis and colleagues’ (1997) three items, and Godin and Shephard’s (1985) Leisure Time Exercise Questionnaire. Statistics: Descriptive statistics were run first and then correlations were run among all continuous variables. Following the correlations, two blocked regressions were evaluated examining achievement goals and then perceived climate’s influence on state anxiety. Results: There was a negative relationship between state anxiety and the following constructs: perceived competence, intent, mastery-approach goals, and climate. Positive relationships existed between state anxiety and the avoidance referencing and performance-approach goals and climate. Additionally, adopting mastery-approach goals were found to be negative predictors of anxiety. From these results, AGT may be a suitable framework to explain why some individuals experience anxiety in physical activity settings. Conclusion: Adopting avoidance-valanced goals are linked with more state anxiety and lower intentions. Fostering a mastery-approach climate can result in low anxiety and lead to adherence to the activity. Because of this, teachers and coaches should promote a mastery-approach climate.

Achievement Goals Analysis in the Learning of Calculus Based on Fuzzy Number Conjoint Method

The conjoint method, which is based on fuzzy sets of numbers, is widely used to describe linguistic values for human preference in an uncertain environment. However, the fuzzy sets used to describe the membership function of linguistic value do not realistically represent the physical world, so the conjoint method can fill the gap and produce more meaningful results. The fuzzy numbers conjoint method is used in this paper to analyze the achievement goals of undergraduates in the learning of calculus. One hundred and seven selected Bachelor of Science (Hons) Mathematics and Bachelor of Science (Hons) Actuarial Science students from one public university in Klang Valley, Selangor, participated in this study. The data for this study, which was distributed via Google form, was based on a previous study's Achievement Goals Questionnaire. The fuzzy number conjoint method with similarity measure based on geometric distance, ambiguity, value, area, left and right height were used to calculate and analyze the data gathered from respondents' opinions of attributes for each linguistic value. The priority of the degree of agreement among undergraduates on the achievement goals in the learning of calculus is worrying as they may not learn all that they possibly could in this subject , getting better grades than most other students , followed by avoiding performing poorly compared to other students in this subject , and doing better than other students with an overall ranking as follows .. The findings of this study can be used to assist and guide academicians and mathematics educators in enhancing students' achievement goals for calculus learning.

Goal Orientation and Its Impact on University Students’ Academic Achievement During the COVID-19 Pandemic

The study explored (1) the relationship between university students’ goal orientations (according to the 3 × 2 model) and their academic achievement during COVID-19 pandemic, (2) differences in academic achievement by students’ levels in goal orientations, and (3) differences in university students’ goal orientations and academic achievement by gender, specialization, study level, and the interaction among them. Participants were 149 male and female students whose ages ranged between 18 and 42. The instrument used to collect data was the 3 × 2 (task-approach goals, task-avoidance goals, self-approach goals, self-avoidance goals, other-approach goal, and other-avoidance goals) Achievement Goal Questionnaire. A statistically significant relationship was found between goal orientations and academic achievement of university students. Total goal orientations did not affect students’ academic achievement during COVID-19 pandemic. However, self-avoidance goals and other-approach goals affected academic performance in favor of the average level of self-avoidance and the high level of other-approach. No statistically significant differences in goal orientations and academic achievement were found by gender. Yet, significant differences were found by specialization, the interaction between study level and gender, the interaction between specialization and gender, and the interaction among the three variables.