Achievement goals and academic achievement: A closer look at moderating factors

Abstract Two recently published meta-analyses ( Huang, 2012; Hulleman, Schrager, Bodmann, & Harackiewicz, 2010 ) have focused on the association between achievement goals and achievement outcomes. These meta-analyses differed to some extent, e.g., regarding the identified moderators. The present meta-analysis serves to clarify those heterogeneous findings by considering more studies through 2011 and by considering more moderators. Our literature search identified 180 publications ( N  = 81 947). Analyses (using random effects models) revealed small but significant associations between achievement goals and achievement outcomes ( r  = −.12 to r  = .13; all p s  r  = .01, p  > .05). The results of the present moderator analyses differed from those of the previous meta-analyses. For example, in contrast to Huang (2012) , we were able to find several moderators of the association between performance-approach goals and academic achievement. The results have several important implications, especially regarding the assessment of achievement goals.

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