Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics

Abstract In this study, we aimed to investigate the different routes through which perceived goal structures, and in turn mastery-approach and performance-approach goals in mathematics, predict subsequent academic performance. Path analyses with a sample of Turkish adolescents ( N  = 369; 49.1% males; M age  = 16.67 years, SD  = 1.85) revealed two distinct paths. After controlling for mid-year grades, we found perceived mastery goal structures to relate (positively) to mastery-approach goals, which in turn positively predicted end-year grades through challenge seeking. In contrast, perceived performance goal structures related positively to both performance-approach and performance-avoidance goals with the former directly predicting higher end-year grades, and the latter being related negatively to challenge seeking. These findings imply that there may exist different paths that can predict academic performance.