摘要：Situating within the 2 × 2 model of achievement goals, this short-term study examined the central roles of tasks values, mastery-approach and mastery-avoidance goals, and academic engagement and disengagement in students’ future achievement outcome in mathematics. Enactive learning experience was also considered as antecedent of the mentioned variables. A sample of 262 (139 boys and 123 girls) 12th grade students participated in the study. Structural equation modelling analyses yielded some notable findings, such as temporally displaced effects of both mastery-approach and mastery-avoidance goal orientations on academic engagement and disengagement, respectively. The two types of mastery goals also influenced achievement in mathematics, whereas task values inversely related to academic disengagement. In general, from a decomposition of direct and indirect effects, it can be suggested that mastery goals exist in a central system that includes both antecedents and consequences.
