This article begins by defining achievement goal theory, but goes on to focus on performance goals and their relation to patterns of learning. These authors claim that there is a positive association between performance goals and adaptive patterns of learning; however the results of studies are somewhat inconsistent. Most consistent is the relationship between performance goals and student use of cognitive, meta-cognitive and self-regulatory strategies. On the other hand, there is little relation to a gain in deep processing skills which relate to long term retention. The article goes on to state that a mastery goal orientation is much more facilitative of retention of material. Furthermore, there is little evidence that a performance goal orientation is conducive to intrinsic motivation.

The article goes on to discuss the areas of gender, ethnicity, age and context as related to a performance goal orientation. With regards to gender and ethnicity, there little research evidence cited. On the other hand, there is evidence related to a change in goal orientation as a student reaches junior high level. However, the fact that the learning environment becomes more performance outcome oriented as students move up in grade levels, has the authors wondering if results are related to this phenomenon as opposed to that of age itself.

The article also addresses the area of avoidance behaviors, such as self-handicapping by withdrawing effort, and discusses strategies that could lead to success with such students. The authors also mention that if students perceive that teachers emphasize demonstrations of ability, then more students would likely avoid challenges in such a setting. Another possible negative effect of a performance goal orientation are self-protect strategies such as cheating. In conclusion, it is noted that the effects of a performance goal orientation on other life tasks (unrelated to school) should be investigated also. It seems clear that these authors question the productiveness of a performance goal orientation.