We aimed to investigate the inter- and intra-individual relationships between early adolescents’ achievement goals, metacognitive monitoring, and academic outcomes. Korean sixth graders responded to achievement goal questionnaires, solved four quizzes, monitored their own confidence in these four quizzes, and took a final exam. Given the nested data structure, we conducted multi-level path modeling, which can distinguish between inter- and intra-individual effects in a single model. We found significant between-person indirect effects of mastery goals on the final exam score via individual’s average scores for the four calibrations and for the four quizzes. We also found a positive within-person relationship between the calibration and quiz scores. The students’ pursuit of personal mastery goals positively moderated this within-person relationship. These findings indicate that pursuing mastery goals can be more effective for metacognitive monitoring and knowledge acquisition, particularly for early adolescents.

我们旨在调查早期青少年的成就目标，元认知监控和学业成绩之间的个体间和个体内关系。韩国六年级学生回答了成就目标问卷，解决了四个测验，监控了自己对这四个测验的信心，并参加了期末考试。给定嵌套的数据结构，我们进行了多级路径建模，可以在单个模型中区分个体之间的影响和个体内部的影响。通过四个校准和四个测验的个人平均成绩，我们发现精通目标对最终考试成绩的重大人际间接影响。我们还发现校准和测验分数之间存在积极的人际关系。学生对个人掌握目标的追求积极地调节了这种人际关系。