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The current study examined the fit of a 2 × 2 achievement goal model among a diverse sample of nearly 700 10th-grade students, distinguishing between both mastery and performance goals and approach and avoidance orientations. Additionally, relationships between achievement goals and GPA and intrinsic value of school were examined, and adolescents' interpretations of daily school experiences and feelings were found to mediate these relationships. Together, these findings suggest that experiences in adolescents' daily lives help explain the relationship between goals and achievement outcomes.
