According to the goal orientation model, students’ achievement goals and beliefs are interrelated. Within this framework, research and theory have so far assumed that achievement goals are associated with students’ beliefs of causes of success, the latter representing students’ subjective beliefs about the factors contributing to success at school. So far, this line of research has been restricted to a few cross-sectional studies. We examined the temporal relations between achievement goals (mastery, performance-approach, and performance-avoidance goals) and students’ beliefs of causes of success, the latter operationalized by asking the students to rate the subjective importance of diligence, effort, and ability for school success. Achievement goals and beliefs of causes of success were measured twice with a time lag of one school year with a sample of N = 2044 German secondary school students. Cross-lagged panel models were estimated to examine the temporal relations between achievement goals and beliefs of causes of success while controlling for students’ secondary school track, socio-economic status, and Grade Point Average. Former mastery goals were found to be positively related to later importance ratings of diligence for school success; former performance-approach goals were found to be positively related to later importance ratings of ability. Boys and girls were found to display similar relations among constructs but they showed differential mean levels on both the achievement goal constructs and the beliefs of causes of success. Implications for research on achievement goals and practice using intervention approaches are discussed.

根据目标定向模型，学生的成就目标和信念是相互关联的。在此框架内，到目前为止，研究和理论均假设成就目标与学生对成功原因的信念相关，后者表示学生对有助于学校成功的因素的主观信念。到目前为止，这方面的研究仅限于一些横断面研究。我们研究了成就目标（精通，绩效方法和绩效回避目标）与学生对成功原因的信念之间的时间关系，后者通过要求学生对勤奋，努力和能力的主观重要性进行评估，从而实现了成功学校成功。N  = 2044德国中学学生。估计交叉滞后的面板模型可检验成就目标与成功原因信念之间的时间关系，同时控制学生的中学学习成绩，社会经济地位和平均绩点。发现以前的掌握目标与以后对学校成功的勤奋重要性等级正相关；发现以前的绩效方法目标与以后的能力重要性等级正相关。研究发现，男孩和女孩在构想之间表现出相似的关系，但在成就目标构想和成功原因的信念上均表现出不同的平均水平。讨论了对研究成果目标和使用干预方法的实践的启示。