First, performance  goals  (however  they  have  been  defined  and conceptualized)  are  more  likely  to  lead  to  maladaptive achievement  behavior,  especially  when  participants  perceive competence to be low, are concerned with failure, or are  invested  in  protecting  self-worth. This suggests that  being  task-involved  is  beneficial,  but  that  perceived competence is an important predictor of anxiety, too. The same may  be  argued  for  other  goals,  such  as  social  goals  and extrinsic goals, which may also be partitioned into approach and  avoidance  categories  (Dowson  &  McInerney,  2001).

Initially  pursued  (e.g.,  Maehr  &  Braskamp,  1986),  they  fell into disuse as the parsimony of the dichotomous interpretation  was  demonstrated  over  time. And we have to recognize that repetitive assessments of goal involvement during   a   competitive   encounter   may   have   the   effect   of changing an athlete’s goal involvement state (Duda, 2001)! Individuals experiencing burnout tend to show a strong commitment to the pursuit of goals and set high standards for themselves. Lemyre  (2005)  found  that  elite  winter  sport  athletes who  were  ego-involved,  focused  on  normative  comparisons,  and  preoccupied  with  achieving  unrealistic  goals, who  doubted  their  own  ability,  and  who  had  a  coach  and parents who emphasized performance outcomes were more at  risk  of  developing  symptoms  of  burnout  than  the  more task-involved  athletes. If a reward comes to be controlling, it can significantly undermine intrinsic motivation. Although Dweck and her colleagues (e.g., Dweck & Leggett,   1988)   conceptualize   and   measure   achievement goals as dichotomous, it has been more usual for researchers to  assume  that  the  two  goals  are  conceptually  orthogonal and  to  measure  them  accordingly  (Duda  &  Whitehead, 1998; Nicholls et al., 1985; Roberts et al., 1998).Nicholls   (1989)   has   argued   that   to   assess   personal achievement  goals,  individuals  should  be  asked  about  the criteria that make them feel successful in a given situation, rather  than  noting  their  definition  of  competence. One  early  goal  was termed  a  social  goal,  referring  to  social  approval  and/or interpersonal  reasons  for  engaging  in  achievement  tasks (e.g.,  Ewing,  1981;  Maehr  &  Nicholls,  1980). Situational  variables,  such  as  perceptions  of  the  motivational  climate,  were  proposed  as  potential  moderators  of the  influence  of  the  individual  variables.

Once adopted,  the  achievement  goal  determines  the  integrated pattern  of  beliefs  that  undergird  approach  and  avoidance strategies, the differing engagement levels, and the differing responses to achievement outcomes.

Appetitive  motive  dispositions  do  not  appear  to  be  MAv goal antecedents.Common  antecedents  of  PAp  goal  involvement  include both appetitive and aversive motivational dispositions, competence perceptions, and entity rather than incremental theories of ability. We  must  not  forget  that  task  and  ego  involvement  are dynamic constructs and subject to ebb and flow as the athlete plays the game or continues with the activity (Roberts, 1992, 2001). An individual’s investment of personal resources, such as effort, talent,   and   time,   in   an   activity   is   dependent   on   the achievement goal of the individual.The  overall  goal  of  action  in  achievement  goal  theory, thereby   becoming   the   conceptual   energizing   force,   is assumed to be the desire to develop and demonstrate competence  and  to  avoid  demonstrating  incompetence.

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