International Journal of Educational Research 39 (2003) 339–356 Chapter 2 Performance-approach goals: good or bad forms of regulation? Andrew J. Elliot à , Arlen C. Moller Department of CSP, University of Rochester, Meliora Hall, Rochester, NY 14627, USA Abstract 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 one’s 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. r 2004 Elsevier Ltd. All rights reserved. Keywords: Achievement; Motivation; Goals; Performance-approach 1. Introduction In the past few years, achievement goal researchers and theorists seem to have accepted the theoretical and empirical utility of bifurcating performance goals into two distinct constructs: performance-approach goals and performance-avoidance goals. In addition, there appears to be widespread agreement that performance- avoidance goals are deleterious forms of regulation. Considerably less agreement is ARTICLE IN PRESS www.elsevier.com/locate/ijedures 0883-0355/$ - see front matter r 2004 Elsevier Ltd. All rights reserved. doi:10.1016/j.ijer.2004.06.003 à Corresponding author. Tel.: +1-5852758710. E-mail addresses: andye@psych.rochester.edu (A.J. Elliot), moller@psych.rochester.edu (A.C. Moller).