@article {31554,
	title = {Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics},
	journal = {Learning and Individual Differences},
	volume = {61},
	year = {2018},
	month = {2018},
	pages = {127 - 135},
	abstract = {In this study, we aimed to investigate the different routes through which perceived goal structures, and in turn mastery-approach and performance-approach goals in mathematics, predict subsequent academic performance. Path analyses with a sample of Turkish adolescents (N = 369; 49.1\% males; M-age = 16.67 years, SD = 1.85) revealed two distinct paths. After controlling for mid-year grades, we found perceived mastery goal structures to relate (positively) to mastery-approach goals, which in turn positively predicted end-year grades through challenge seeking. In contrast, perceived performance goal structures related positively to both performance approach and performance-avoidance goals with the former directly predicting higher end-year grades, and the latter being related negatively to challenge seeking. These findings imply that there may exist different paths that can predict academic performance.},
	isbn = {1041-60801873-3425},
	url = {https://doi.org/10.1016/j.lindif.2017.11.017},
	author = {Mouratidis, A. and Michou, A. and Demircioglu, AN and Sayil, M}
}
