Performance-approach goals: good or bad forms of regulation?

At present, there is disagreement among achievement goal theorists regarding the beneficial or inimical nature of performance-approach goals. This article evaluates performance-approach goals using three criteria: empirical, theoretical, and meta-theoretical (values/beliefs). On the basis of these criteria, we conclude that performance-approach goals may be construed in both positive and negative terms, and that oneʹs opinion of these goals is likely to be based in which evaluative criteria one highlights. At the end of the article, we offer our own opinion of how educators should view performance-approach goals.