@booklet {31553,
	title = {Optimal motivation in Peruvian high schools: Should learners pursue and teachers promote mastery goals, performance-approach goals or both?},
	journal = {Learning and Individual Differences},
	volume = {55},
	year = {2017},
	month = {2017},
	pages = {87 - 96},
	abstract = {Achievement goal theory is an important framework to understand students{\textquoteright} achievement goals, motivation, and engagement in academic situations and to study teachers{\textquoteright} instructional practices. There has been a debate about whether optimal motivation involves the pursuit of mastery goals only (i.e., mastery goal perspective) or the combined pursuit of mastery and performance-approach goals (i.e., multiple goal perspective; Barron \&amp; Harackiewicz, 2001, 2003). In the present correlational research we tested these two goal perspectives in two Peruvian samples of high school students (Sample 1: N = 1505; Sample 2: N = 551) and further examined whether students in classes, in which teachers were perceived to promote mastery goals only or performance-approach goals, would display the most optimal learning pattern. After controlling for learners{\textquoteright} performance-avoidance goal pursuit, results provided only slim evidence for the additive goal perspective, as the effects of students{\textquoteright} pursuit of mastery goals were more robust and consistent across both samples and outcomes (i.e., learning strategies and math grades). Along similar lines, at the class level, perceived teacher-promoted mastery goals positively predicted deep-level learning strategies, while class-level perceived teacher-promoted performance-avoidance goals related to lower academic achievement. (C) 2017 Elsevier Inc. All rights reserved.},
	isbn = {1041-60801873-3425},
	url = {https://doi.org/10.1016/j.lindif.2017.02.003},
	author = {Matos, L. and Lens, W. and Vansteenkiste, M. and Mouratidis, A.}
}
