Potential-based achievement goals.

Autor/inn/en	Elliot, Andrew; Murayama, Kou; Kobeisy, Ahmed; Lichtenfeld, Stephanie
Titel	Potential-based achievement goals. Gefälligkeitsübersetzung: Potenzialbasierte Leistungsziele.
Quelle	In: British journal of educational psychology, 85 (2015) 2, S. 192-206Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0007-0998; 2044-8279
DOI	10.1111/bjep.12051
Schlagwörter	Leistungsfähigkeit; Leistung; Ziel
Abstract	Background: Self-based achievement goals use one's own intrapersonal trajectory as a standard of evaluation, and this intrapersonal trajectory may be grounded in one's past (past-based goals) or one's future potential (potential-based goals). Potential-based goals have been overlooked in the literature to date. Aims: The primary aim of the present research was to address this oversight within the context of the 3x2 achievement goal framework. Samples: The Study 1 sample was 381 US undergraduates; the Study 2 sample was 310 US undergraduates. Methods: In Study 1, scales to assess potential-approach and potential-avoidance goals were developed dand their factorial validity was tested with exploratory and confirmatory factor analyses. In Study 2, confirmatory factor analysis was used to test both the separability of past-based and potential-based goals and their higher order integration within the self-based category. Results: Study 1 supported the factorial validity of the potential-approach and potential-avoidance goal scales. Study 2 supported the separability of past-based and potential-based goals, as well as their higher order integration within the self-based category. Conclusions: This research documents the utility of the proposed distinction and paves the way for subsequent work on antecedent and consequences of potential-approach and potential-avoidance goals. It highlights the importance of focusing on distinct types of growth-based goals in the achievement goal literature. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3