Achievement goal theory includes both personal motivational features (achievement goals) and contextual features (goal structures). The theory holds that the prevailing goal structures in learning environments (such as the classroom) influence the achievement goals students adopt. This meta-analysis (k = 68, N = 47,975) examined the strength of the relationships between student ratings of goal structures (mastery-approach goal structures, mastery-avoidance goal structures, performance-approach goal structures, and performance-avoidance goal structures) and achievement goals (mastery-approach goals, mastery-avoidance goals, performance-approach goals, and performance-avoidance goals) as well as moderating variables. Results indicated that each achievement goal was most strongly related to its contextual counterpart. Educational level and world region moderated some of the relations, and for most combinations of goal structures and achievement goals, measures framing goal structures as a climate produced higher correlations than measures using the teacher as referent. Challenges and promising routes for future research and theory building are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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成就目标理论是对的吗？目标结构与个人成就目标之间关系的元分析。

成就目标理论包括个人动机特征（成就目标）和情境特征（目标结构）。该理论认为，学习环境（如课堂）中的主要目标结构会影响学生采用的成就目标。该元分析 (k = 68, N = 47,975) 检查了学生对目标结构（掌握-方法目标结构、掌握-回避目标结构、表现-方法目标结构和表现-回避目标结构）之间关系的强度）和成就目标（掌握方法目标、掌握避免目标、绩效方法目标和绩效回避目标）以及调节变量。结果表明，每个成就目标与其上下文对应关系最为密切。教育水平和世界地区调节了一些关系，对于目标结构和成就目标的大多数组合，将目标结构作为气候的措施比使用教师作为参照的措施产生更高的相关性。讨论了未来研究和理论建设的挑战和有希望的途径。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）