Andrew J. Elliot

TL;DR: In this paper, a hierarchical model of approach and avoidance achievement motivation was proposed and tested in a college classroom and the results indicated that mastery goals were grounded in achievement motivation and high competence expectancies; performance-avoidance goals, in fear of failure and low competence expectation; and performance-approach goals were in ach.

TL;DR: A 2 x 2 achievement goal framework comprising mastery-appro approach, mastery-avoidance, performance-approach, and performance- avoidance goals was proposed and tested in 3 studies and revealed distinct empirical profiles for each of the achievement goals.

TL;DR: In this paper, an argument is made for incorporating the distinction between approach and avoidance motivation into the performance-mastery dichotomy, and a revised, trichotomous framework of achievement goals comprising mastery, performance-approach, and performance-avoidance goals is described and reviewed.

TL;DR: In this paper, the authors proposed an approach-avoidance achievement goal conceptualization in the intrinsic motivation domain, where only performance goals grounded in the avoidance of failure undermined intrinsic motivation and task involvement was validated as a mediator of the observed effects on intrinsic motivation.

TL;DR: An integrative model of the conative process, which has important ramifications for psychological need satisfaction and hence for individuals' well-being, is presented and is shown to provide a satisfactory fit to 3 longitudinal data sets and to be independent of the effects of self-efficacy, implementation intentions, avoidance framing, and life skills.