Dynamic reciprocal relations of achievement goals with daily experiences of academic success and failure: An ambulatory assessment study

Achievement goals have been linked to achievement in various educational settings. The present work explored day-to-day variations (mastery, performance-approach, performance-avoidance) and their associations with daily experiences of academic success failure. Ambulatory assessment data from 108 students Grade 5 were collected, assessments the morning end-of-day reports Dynamic structural equation models revealed reciprocal within-person effects between mastery success. Academic was further associated higher performance-approach next morning. failure both performance goals, though this association not robust all sensitivity analyses. Higher average lower better one year later. Findings suggest meaningful dynamics among • Children's show state-like variation day day. Daily are more performance-avoidance After successful days, children set general.