<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mouratidis, A.</style></author><author><style face="normal" font="default" size="100%">Michou, A.</style></author><author><style face="normal" font="default" size="100%">Demircioglu, AN</style></author><author><style face="normal" font="default" size="100%">Sayil, M</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics</style></title><secondary-title><style face="normal" font="default" size="100%">Learning and Individual Differences</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://doi.org/10.1016/j.lindif.2017.11.017</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">61</style></volume><pages><style face="normal" font="default" size="100%">127 - 135</style></pages><isbn><style face="normal" font="default" size="100%">1041-60801873-3425</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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.</style></abstract></record></records></xml>