LAUSR

Abstract In the original dichotomous conceptualization of achievement goals, mastery and performance goals contained two competence foci: standpoints on competence and standards of competence evaluation. Conceptually and operationally, this feature of the original model has been overlooked. The present research integrates this original conceptualization with the approach-avoidance distinction, resulting in the 2 × 2 standpoints and standards (SaS) model. In Study 1, we develop and test the psychometric properties of a questionnaire designed to assess these goals. In Study 2, we examine the predictive utility of these goals in the classroom context, investigating exam performance, intrinsic motivation, test anxiety, absorption, energy, and affect using a sample of 324 university students. Results from the studies support the utility of the 2 × 2 SaS model and questionnaire. We discuss our findings with regard to implications for teachers and parents, links to the emerging goal complex literature, and future research possibilities afforded by this new (grounded in old) approach.