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The present research examined the nature of stability and change in achievement goal endorsement over time, using 4 complementary data-analytic approaches (differential continuity, mean-level change, individual-level change, and ipsative continuity). Three longitudinal studies were conducted in college classrooms; in each study, achievement goals were assessed prior to a series of 3 course examinations. All 3 studies yielded evidence for consistent patterns of both stability and change in each achievement goal under consideration. Fear of failure was linked to greater change in individuals' achievement goal clusters over time. Implications of the present findings for understanding the important and overlooked issue of achievement goal stability and change are discussed.
