ACHIEVEMENT GOALS 7 SUPPLEMENTAL MATERIALS IN THEIR OWN WORDS

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Supplemental Material 1

Achievement Goals 7

Supplemental Materials

In Their Own Words: Reasons Underlying the Achievement Striving of Students in Schools

by M. Lee & M. Bong, 2015, Journal of Educational Psychology

http://dx.doi.org/10.1037/edu0000048

Supplemental Material 1

Existing Goal Frameworks and Associated Survey Items in Comparison to Specific Goal Categories

			Survey items
Achievement goal framework	Definition	Comparison with other goal frameworks	Observed in open-ended responses	Not observed in open-ended responses	Specific goal categories	Results
Achievement goal framework	Definition	Comparison with other goal frameworks	Observed in open-ended responses	Not observed in open-ended responses	Specific goal categories	C. (%)	R.
Midgley et al.	Underlying reasons for, or purposes of, achievement behavior					439 (38.3)	3
Mastery	Desire to develop competence for intrinsic reasons	More inclusive than Elliot & McGregor’s MAP because emotional aspects such as interest are integrated Same as Grant & Dweck’s learning goal	It’s important to me that I learn a lot of new concepts this year. One of goal in class is to learn as much as I can. It’s important to me that I improve my skills this year. One of my goals is to master a lot of new skills this year.	It’s important to me that I thoroughly understand my class work.	To gain knowledge To improve ability Because it is interesting For my own satisfaction	99 (8.6)	7
Performance-approach (PAP)	Desire to demonstrate competence and do better than others	More inclusive than Elliot & McGregor’s PAP because concerns for ability validation and normative competence are integrated Same as Grant & Dweck’s ability and normative goals combined	It’s important to me that other students in my class think I’m good at my class work. One of my goals is to show others that I’m good at my class work. One of my goals is to look smart in comparison to the other students in my class. It’s important to me that I look smart compared to others in my class.	One of my goals is to show others that class work is easy for me.	To enter a prestigious school To get a better job/career To gain social recognition To demonstrate ability To do better than other students	252 (22.0)	3
Performance-avoidance (PAV)	Desire to avoid demonstrating incompetence and doing worse than others	More inclusive than Elliot & McGregor’s PAV because concerns for ability validation and normative competence are integrated	It’s important to me that I don’t look stupid in class. One of my goals is to keep others from thinking I’m not smart in class. One of my goals in class is to avoid looking like I have trouble doing the work.	It’s important to me that my teacher doesn’t think that I know less than others in class.	To avoid lagging behind in society To avoid doing worse than other students To avoid demonstrating a lack of ability	88 (7.7)	9

Supplemental Material 1 (continued)

			Survey items
Achievement goal framework	Definition	Comparison with other goal frameworks	Observed in open-ended responses	Not observed in open-ended responses	Specific goal categories	Results
Achievement goal framework	Definition	Comparison with other goal frameworks	Observed in open-ended responses	Not observed in open-ended responses	Specific goal categories	C. (%)	R.
Elliot & McGregor	Cognitive dynamic focus in an achievement setting					305 (26.6)	4
Mastery-approach (MAP)	Focus on improving intra-individual competence	Narrower in scope than Midgley et al.’s mastery goal or Grant & Dweck’s learning goal because of its exclusive focus on competence	I want to learn as much as possible from this class.	It is important for me to understand the content of this course as thoroughly as possible. I desire to completely master the material presented in this class.	To gain knowledge To improve ability	45 (3.9)	12
Mastery-avoidance (MAV)	Focus on avoiding intra-individual incompetence	Unique to Elliot & McGregor’s framework	I worry that I may not learn all that I possibly could in this class. I am often concerned that I may not learn all that there is to learn in this class.	Sometimes I’m afraid that I may not understand the content of this class as thoroughly as I’d like.	To avoid regret in the future To avoid being ignorant^*	5 (0.4)	14
Performance-approach (PAP)	Focus on attaining normative competence	Narrower in scope than Midgley et al.’s PAP because of its exclusive focus on normative competence	It is important for me to do better than other students. It is important for me to do well compared to others in this class. My goal in this class is to get a better grade than most of the other students.		To enter a prestigious school To get a better job To do better than other students	190 (16.6)	4
Performance-avoidance (PAV)	Focus on avoiding normative incompetence	Narrower in scope than Midgley et al.’s PAV because of its exclusive focus on normative incompetence	I just want to avoid doing poorly in this class. My goal in this class is to avoid performing poorly. My fear of performing poorly in this class is often what motivates me.		To avoid lagging behind in society To avoid doing worse than other students	65 (5.7)	11

Supplemental Material 1 (continued)

			Survey items
Achievement goal framework	Definition	Comparison with other goal frameworks	Overlapping in content with specific goal categories	Not overlapping with specific goal categories	Specific goal categories	Results
Achievement goal framework	Definition	Comparison with other goal frameworks	Overlapping in content with specific goal categories	Not overlapping with specific goal categories	Specific goal categories	C. (%)	R.
Grant & Dweck	Underlying reasons for, or purposes of, achievement behavior					612 (53.4)	1
Learning	Desire to develop competence for intrinsic reasons	More inclusive than Elliot & McGregor’s MAP because emotional aspects such as interest are integrated Same as Midgley et al.’s mastery goal	I strive to constantly learn and improve in my courses. In school, I am always seeking opportunities to develop new skills and acquire new knowledge. In my classes, I focus on developing my abilities and acquiring new ones. I really enjoy facing challenges, and I seek out opportunities to do so in my courses. It is very important to me to feel that my coursework offers me real challenges.	I seek out courses that I will find challenging.	To gain knowledge To improve ability Because it is interesting For my own satisfaction	99 (8.6)	7
Normative	Desire to outperform others	Only implicit distinction of approach and avoidance forms of normative goal Same as Elliot & McGregor’s PAP and PAV combined	It is very important to me to do well in my courses compared to others. I try to do better in my classes than other students. A major goal I have in my courses is to get higher grades than the others students.	When I take a course in school, it is very important for me to validate that I am smarter than other students. In school, I am focused on demonstrating that I am smarter than other students.	To enter a prestigious school To get a better job/career To do better than other students To avoid lagging behind in society To avoid doing worse than other students	255 (22.3)	2
Outcome	Desire to attain positive outcomes	Unique to Grant & Dweck’s framework	It is very important to me to do well in my courses. I really want to get good grades in my classes. A major goal I have in my courses is to perform really well.		To earn money To advance to the next school level To get a good score To get a job To avoid a bad score	170 (14.8)	5

Supplemental Material 1 (continued)

			Survey items
Achievement goal framework	Definition	Comparison with other goal frameworks	Overlapping in content with specific goal categories	Not overlapping with specific goal categories	Specific goal categories	Results
Achievement goal framework	Definition	Comparison with other goal frameworks	Overlapping in content with specific goal categories	Not overlapping with specific goal categories	Specific goal categories	C. (%)	R.
Grant & Dweck (continued)
Ability	Desire to validate ability	Only implicit distinction of approach and avoidance forms of ability goal	It is important to me to confirm my intelligence through my schoolwork. In school, I am focused on demonstrating my intellectual ability. One of my important goals is to validate my intelligence through my schoolwork.		To gain social recognition To demonstrate ability To protect my pride To avoid demonstrating a lack of ability	88 (7.7)	9
Dowson & McInerney	Social reasons for wanting to achieve academically					602 (52.5)	2
Affiliation	Desire to become closer to others or feel a sense of belonging		I want to do well at school so that I can feel close to my group of friends. When I want to do well at school, it’s so that I can have a lot of friends. I try to understand my schoolwork so that I will feel part of my group of friends. I do good schoolwork so that other people will want to be friends with me. I do my best at school so that my friends and I will be able to stay together.	I try to do well at school so that I won’t feel left out if I don’t do well.	To fit into society well To make friends	18 (1.6)	13
Approval	Desire to gain approval or avoid disapproval from significant others		I want to do well in my schoolwork to please my parents. I do good work at school so that I can get praise from my parents.	I want to do well at school so that I can get praise from my teachers. I do good work at school because I want to be recognized by my teachers.	To make my parents happy To avoid parental pressure To avoid letting my parents down	164 (14.3)	6

Supplemental Material 1 (continued)

			Survey items
Achievement goal framework	Definition	Comparison with other goal frameworks	Overlapping in content with specific goal categories	Not overlapping with specific goal categories	Specific goal categories	Results
Achievement goal framework	Definition	Comparison with other goal frameworks	Overlapping in content with specific goal categories	Not overlapping with specific goal categories	Specific goal categories	C. (%)	R.
Approval (continued)				I want to get praise from my teachers for good schoolwork. I try to do well at school to please my teachers.
Concern	Desire to help the development of others with knowledge and skills		I try to do well at school so that I can I help my friends with their schoolwork. I do my best at school so that I can give my friends help with their schoolwork. I want to do well at school so that I can help other students with their work. I do good schoolwork so that I can help other students do well at school. I do good schoolwork so that other people can learn things from me if they ask. When I want to do well at school it’s so that I can help other students.		To help others^*	-	-
Responsibility	Desire to fulfill duties and societal obligations		I want to do good schoolwork because other people expect it of me. I want to do well at school so that I don’t get in any trouble. I avoid getting into trouble at school by doing good schoolwork. I do good schoolwork so that I don’t have any trouble with my parents or teachers.	I want to do well at school to show that I am being a responsible student. When I do good schoolwork it’s to show that I am being a responsible student.	To fulfill my duty as a student Because others ask me to	93 (8.1)	8

Supplemental Material 1 (continued)

			Survey items
Achievement goal framework	Definition	Comparison with other goal frameworks	Overlapping in content with specific goal categories	Not overlapping with specific goal categories	Specific goal categories	Results
						C. (%)	R.
Status	Desire to attain or maintain better social positions		I do good schoolwork so that I can get a good job in the future. I try to do well at school so that I can get a good job when I leave school. I do good schoolwork so that I can have a good future. I do well at school so that I can get a high-paying job later on. I do my best in school because I am trying to have a good future. I want to do well at school so that I can have lots of money later on.		To enter a prestigious school To get a better job/career To gain social recognition To demonstrate ability To do better than other students To avoid lagging behind in society To avoid doing worse than others To avoid lagging behind in society To avoid doing worse than others To avoid demonstrating a lack of ability	327 (28.5)	1

Note. C. = counts; R. = rank. The frequency and rank results are from Study 1.

^* Specific categories emerged only in Studies 2 and 3.

Supplemental Material 2

Specific Goal Categories With Keywords and Sample Statements

Keyword	Temporal distance	Specific category	Sample statements
School advancement	Future	To enter a prestigious school	“To enter a top-tier university”	“To enter a prestigious high school”
Dream	Future	To make my dream come true	“To make my dream come true”	“To do what I want to do in the future”	“For my own future”
Money	Future	To earn money	“To become rich”	“To be well-off”	“To support myself in the future”
Parents	Present	To make my parents happy	“To make my parents happy”	“To satisfy my parents’ expectations”	“To be a good child to my parents”
Job	Future	To get a better job/career	“To be employed in a prestigious company”	“To have a better career in the future”
Parents	Present	To avoid parental pressure	“To avoid my mom’s nagging”	“Because of pressure from my parents”	“Because my parents will hate it if I don’t study”
Duty	Present	To fulfill my duty as a student	“Because studying is students’ duty”	“Because of my sense of duty”	“Because I should do it”
School advancement	Future	To advance to the next school level	“To be able to enter high school”	“To be able to enter college”
Wellbeing	Future	For my own wellbeing	“For my happiness in the future”	“To live in comfort”	“For a stable life”
Duty	Present	Because others ask me to	“Because others force me to”	“Because that’s what everyone else is doing”	“Because that’s what society requires”
Ability validation	Future	To gain social recognition	“To attain a higher social status”	“To become a successful figure in the future”	“To succeed in the future”
Normative competence	Future	To avoid lagging behind in society	“To avoid lagging behind in the future”	“Not to be a loser in this competitive society”	“Because I might become a failure if I don’t study”
Knowledge	Present	To gain knowledge	“To accumulate knowledge”	“To learn something new”	“To learn what I didn’t know before”
Satisfaction	Present	For my own satisfaction	“For my own satisfaction”	“To feel a sense of accomplishment”	“Because doing well makes me feel good”

Supplemental Material 2 (continued)

Keyword	Temporal distance	Specific category	Sample statements
Normative competence	Present	To avoid doing worse than other students	“To avoid doing worse than my peers”	“Because I don’t want to fall behind compared to others”	“Not to compare unfavorably to others”
Ability validation	Present	To avoid demonstrating a lack of ability	“To avoid looking like a fool to others”	“To avoid being looked down upon”	“Not to be humiliated because of my poor grade”
Grades	Present	To get a good score	“To do well on the exams”	“To receive a good grade”	“To get a high score”
Ability validation	Present	To demonstrate ability	“To prove that I’m smart”	“To be recognized for my good grades”	“To be praised by others”
Utility	Future	Because it is useful	“Because I can use it later”	“Because studying helps with whatever you do in life”	“Because that’s what I need”
Parents	Present	To avoid letting my parents down	“Not to let my parents down”	“Not to make my parents worry”
Improvement	Present	To improve ability	“To improve my ability”	“To become smarter”	“To develop my brain”
Normative competence	Present	To do better than other students	“To do better than my peers”	“To do better than my rival”
Job	Future	To get a job	“To get a job”	“To be eligible for future employment”	“To be employed in the future”
Affiliation	Future	To fit into society well	“To maintain a good social life”	“To become a good member of society”
Interest	Present	Because it is interesting	“Because learning is fun”	“Because it satisfies my curiosity”	“Because learning new things is interesting”
Affiliation	Present	To make friends	“To make friends”	“For relationships with my friends”
Myself	Present	For myself	“For myself”
Regret	Future	To avoid regret in the future	“Not to regret in the future”	“To live a life without regrets”
Grades	Present	To avoid a bad score	“To avoid a bad score”

Supplemental Material 2 (continued)

Keyword	Temporal distance	Specific category	Sample statements
Myself	Present	To protect my pride	“Because of my pride”	“To have confidence in myself”
Help	Future	To help others	“To help others”	“To impart and teach knowledge to others”
Knowledge	Present	To avoid being ignorant	“To avoid being ignorant”

Supplemental Material 3

Sample Computation of Frequencies: Student A’s Five Reasons for Studying

Response order	Specific goal category	Existing goal framework
Response order	Specific goal category	Midgley et al.	Elliot & McGregor	Grant & Dweck	Dowson & McInerney
#1	To enter a prestigious school	Performance-approach	Performance-approach	Normative	Status
#2	To make my dream come true	-	-	-	-
#3	To gain knowledge	Mastery	Mastery-approach	Learning	-
#4	To fit into to society well	-	-	-	Affiliation
#5	For my own satisfaction	Mastery	-	Learning	-
Sum of frequency counts		3	2	3	2

Note. Students provided up to three responses in Studies 2 and 3.

Supplemental Material 4

Relative Proportion of Each Achievement Goal

Study 1

ACHIEVEMENT GOALS 7 SUPPLEMENTAL MATERIALS IN THEIR OWN WORDS

Study 2

ACHIEVEMENT GOALS 7 SUPPLEMENTAL MATERIALS IN THEIR OWN WORDS

Study 3

ACHIEVEMENT GOALS 7 SUPPLEMENTAL MATERIALS IN THEIR OWN WORDS

a) Grant & Dweck’s achievement goal framework

ACHIEVEMENT GOALS 7 SUPPLEMENTAL MATERIALS IN THEIR OWN WORDS

b) Midgley et al.’s trichotomous achievement goal framework

Supplemental Material 4 (continued)

Study 1

ACHIEVEMENT GOALS 7 SUPPLEMENTAL MATERIALS IN THEIR OWN WORDS

Study 2

ACHIEVEMENT GOALS 7 SUPPLEMENTAL MATERIALS IN THEIR OWN WORDS

Study 3

ACHIEVEMENT GOALS 7 SUPPLEMENTAL MATERIALS IN THEIR OWN WORDS

c) Elliot & McGregor’s 2 × 2 achievement goal framework

ACHIEVEMENT GOALS 7 SUPPLEMENTAL MATERIALS IN THEIR OWN WORDS

d) Dowson & McInerney’s social goal framework

Note. Percentages are based on the results from Study 1 to 3. ABL = ability goal; LRN = learning goal; M = mastery goal; MAP = mastery-approach goal; MAV = mastery-avoidance goal; NORM = normative goal; OUT = outcome goal; PAP = performance-approach goal; PAV = performance-avoidance goal; NA = not classified into the framework.

Supplemental Material 5

Summary of Present Results

Question	Analysis	Target of analysis	Results
Question	Analysis	Target of analysis	Study 1	Study 2	Study 3
Which achievement goal is most salient?	Rank order and relative proportion of student responses classified into achievement goals in the existing goal frameworks	All goals	1^st: Social status goals (28.5%) 2^nd: Normative goals (22.3%) 3^rd: Performance-approach goals of Midgley et al. (22.0%)	1^st: Social status goals (16.4%) 2^nd: Outcome goals (15.6%) 3^rd: Mastery/learning goals (13.6%)	1^st: Social status goals (27.5%) 2^nd: Performance-approach goals of Midgley et al. (23.2%) 3^rd: Normative goals (17.8%)
Which achievement goal is most salient?		Present goals	1^st: Mastery/learning goals (42.3%) 2^nd: Performance-avoidance goals of Midgley et al. (26.8%) 3^rd: Mastery-approach goals (23.2%)	1^st: Mastery/learning goals (58.5%) 2^nd: Mastery-approach goals (44.4%) 3^rd: Performance-avoidance goals of Midgley et al. (15.2%)	1^st: Mastery/learning goals (42.3%) 2^nd: Ability goals (40.8%) 3^rd: Mastery-approach goals (26.2%)
Which achievement goal framework is most representative?	Relative proportion of student responses explained by each goal framework	All goals	1^st: Grant & Dweck’s: 53.4% 2^nd: Midgley et al.’s: 38.3% 3^rd: Elliot & McGregor’s: 26.6% (Dowson & McInerney’s: 52.5%)	1^st: Grant & Dweck’s: 45.8% 2^nd: Midgley et al.’s: 30.0% 3^rd: Elliot & McGregor’s: 20.3% (Dowson & McInerney’s: 40.6%)	1^st: Grant & Dweck’s: 51.2% 2^nd: Midgley et al.’s: 33.6% 3^rd: Elliot & McGregor’s: 21.2% (Dowson & McInerney’s: 41.9%)
How salient are performance goals and mastery-avoidance goals?	Rank order and proportion of the performance-approach and mastery-avoidance goal responses	All goals	Normative goals of Grant and Dweck ranked 2^nd (22.3%); performance-approach goals of Midgley et al. ranked 3^rd (22.0%) Mastery-avoidance goals ranked lowest (0.4%)	Outcome goals of Grant and Dweck ranked 2^nd (15.6%) Mastery-avoidance goals ranked second lowest (1.8%)	Performance-approach goals of Midgley et al. ranked 2^nd (23.2%); normative goals of Grant and Dweck ranked 3^rd (17.8%) Mastery-avoidance goals ranked lowest (0.6%)
		Present goals	Performance-avoidance goals of Midgley et al. ranked 2^nd (26.8%) Mastery-avoidance goals not observed (0%)	Performance-avoidance goals of Midgley et al. ranked 3^rd (15.2%) Mastery-avoidance goals ranked second lowest (5.8%)	Ability goals of Grant and Dweck ranked 2^nd (40.8%) Mastery-avoidance goals ranked second lowest (3.8%)

Supplemental Material 5 (continued)

Question	Analysis	Target of analysis	Results
Question	Analysis	Target of analysis	Study 1	Study 2	Study 3
How could we best construe performance goals?	Proportion of the performance goal responses explained by each performance goal type	All performance goals	1^st: Normative goals (49.7%) 2^nd: Outcome goals (33.1%) 3^rd: Ability goals (17.2%)	1^st: Outcome goals (48.5%) 2^nd: Normative goals (34.7%) 3^rd: Ability goals (16.8%)	1^st: Normative goals (39.5%) 2^nd: Outcome goals (38.2%) 3^rd: Ability goals (22.2%)
How could we best construe performance goals?		Present performance goals	1^st: Ability goals (39.3%) 2^nd: Normative goals (37.5%) 3^rd: Outcome goals (23.2%)	1^st: Ability goals (41.0%) 2^nd: Outcome goals (32.8%) 3^rd: Normative goals (26.2%)	1^st: Ability goals (75.7%) 2^nd: Outcome goals (12.9%) 3^rd: Normative goals (11.4%)
Do students simultaneously pursue multiple achievement goals?	Proportion of the students pursuing single versus multiple goals	All 2  2 goals	80.5% pursuing a single goal; 19.5% pursuing multiple goals	88.7% pursuing a single goal; 11.3% pursuing multiple goals	88.2% pursuing a single goal; 11.8% pursuing multiple goals
		Present 2  2 goals	100% pursuing a single goal; 0% with multiple goals	94.6% pursuing a single goal; 5.4% with multiple goals	97.8% pursuing a single goal; 2.2% with multiple goals
How salient are non-competence goals in students’ achievement strivings?	Proportion of student responses classified as non-competence goals	All goals	22.9%	24.2%	14.4%
How can multiple methods contribute to the assessment of achievement goals?	Comparison between achievement goals assessed by an open-ended question, an interview, and a Likert-type survey	All goals; 2  2 goals and social-academic goals for comparison between the open-ended responses and Likert-type survey ratings	Students’ open-ended achievement goal responses largely overlapped in content with the relevant Likert-type survey items, with few notable exceptions	Interview data clarified classification of the open-ended achievement goal responses with potential controversy	Students who wrote down particular social-academic goals also provided significantly higher ratings to the relevant Likert-type survey items

Note. The sum of the percentages can exceed 100 because some responses were placed in more than one framework.

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