Abstract

The relationship between mastery and performance goal orientations and examination grades is examined in two groups of college students: students who failed an examination and students who passed each of their tests. When students had not failed an examination, mastery and performance goals were not associated with variations in test grades. However, when students had failed a test, these goals were relevant. Under these conditions, students who endorsed dominant mastery goals earned significantly higher grades. In contrast, students who endorsed dominant performance goals earned lower grades and displayed some irrational behaviors. These results are consistent with predictions based on Dweck’s model of goal orientation.