The operationalization of performance-approach goals (PAGs) was found to be an important moderator of the associations between different PAGs and several educational outcomes. To explore this aspect in more detail, we conducted two studies with school students (N1 = 425, mean age = 16.6 years, SD = 0.61; N2 = 310, mean age = 14.91, SD = 1.72). In study 1, we mainly focused on the associations between achievement goals and school grades. In study 2, we additionally assessed several motivational variables (academic self-concept, school values), as well as test anxiety and school well-being. All variables were assessed for school in general, mathematics, and German (mother tongue). The results of confirmatory factor analyses replicated and extended the finding on the different facets of PAGs. Besides a normative-based PAG component (the aim is to perform better than others) and an appearance-based PAG component (the aim is to demonstrate one’s ability), an additional proving PAG component (the aim is to demonstrate one’s ability toward significant others) was found. Contrary to earlier findings, both normative and appearance-based PAGs were positively correlated with school grades, whereas the proving component showed smaller associations. Moreover, differential associations with self-concept, school values, and school well-being emerged regarding the different facets of PAGs. The results are discussed with regard to the operationalization of PAGs.

中文翻译：

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绩效方法目标：操作化有所作为

绩效方法目标 (PAG) 的实施被发现是不同 PAG 与若干教育成果之间关联的重要调节器。为了更详细地探索这方面，我们对在校学生进行了两项研究（N1 = 425，平均年龄 = 16.6 岁，SD = 0.61；N2 = 310，平均年龄 = 14.91，SD = 1.72）。在研究 1 中，我们主要关注成就目标与学校成绩之间的关联。在研究 2 中，我们还评估了几个动机变量（学术自我概念、学校价值观），以及考试焦虑和学校幸福感。所有变量都针对学校的一般情况、数学和德语（母语）进行了评估。验证性因素分析的结果复制并扩展了 PAG 不同方面的发现。除了一个基于规范的 PAG 组件（目的是比其他人表现得更好）和一个基于外观的 PAG 组件（目的是展示一个人的能力），一个额外的证明 PAG 组件（目的是展示一个人对重要他人的能力） ） 被找到。与早期的研究结果相反，规范和基于外观的 PAG 都与学校成绩呈正相关，而证明部分显示出较小的关联。此外，关于 PAG 的不同方面，出现了与自我概念、学校价值观和学校幸福感的差异关联。结果就 PAG 的运作进行了讨论。发现了一个额外的证明 PAG 组件（目的是证明一个人对重要他人的能力）。与早期的研究结果相反，规范和基于外观的 PAG 都与学校成绩呈正相关，而证明部分显示出较小的关联。此外，关于 PAG 的不同方面，出现了与自我概念、学校价值观和学校幸福感的差异关联。结果就 PAG 的运作进行了讨论。发现了一个额外的证明 PAG 组件（目的是证明一个人对重要他人的能力）。与早期的研究结果相反，规范和基于外观的 PAG 都与学校成绩呈正相关，而证明部分显示出较小的关联。此外，关于 PAG 的不同方面，出现了与自我概念、学校价值观和学校幸福感的差异关联。结果就 PAG 的运作进行了讨论。