Achievement Goals and Behavioral and Emotional Engagement as Precursors of Academic Adjusting

This study identifies the role that behavioural and emotional engagement play in mediating the relationship between achievement goals and some dimensions of school adjustment. Results from the study were supportive of the hypotheses and revealed a differential predictive pattern for each of the achievement goals. Mastery goals were linked to behavioural and emotional engagement; performance-approach goals were linked to a behavioural, performance-avoidance goals were linked negative to behavioural engagement processes, and mastery-avoidance goals were linked negative to emotional engagement. These results will be more able to establish practices that prevent students’ disengagement and enhanced they adjustment to school.