In this paper, we used a multi-method approach to investigate continuity and change in achievement goals of students who participated in summer classes designed for academically advanced students. Students in classes where their performances were graded showed larger increase in performance-avoidance goals compared to students in classes without grades. The mean-level change in mastery goal was not significant for the overall sample. Further analysis at the individual level suggested that, in fact, the majority of students (77%) experienced changes in mastery goals, with similar number of students having an increase (37.4%) and a decrease (39.4%) over time. Results established several individual and contextual factors as variables that influenced students' goal configurations. Students with fixed mindset displayed the greatest amount of change in their goal profiles. Students who were high in effort beliefs and those who thought that their ideas were valued in classes experienced stability in goal configurations.

在本文中，我们使用了一种多方法方法来调查参加为学业先进的学生设计的暑期班的学生的成就目标的连续性和变化。与没有成绩的班级的学生相比，在他们的表现被评分的班级中的学生表现出更大的表现回避目标。掌握目标的平均水平变化对整个样本并不显着。个人层面的进一步分析表明，事实上，大多数学生 (77%) 经历了掌握目标的变化，类似数量的学生随着时间的推移而增加 (37.4%) 和减少 (39.4%)。结果确定了几个个人和背景因素作为影响学生目标配置的变量。固定型思维模式的学生在他们的目标档案中表现出最大的变化。努力信念高的学生和认为他们的想法在课堂上受到重视的学生在目标配置方面经历了稳定性。