Between past experiences and future goals: academic achievement goals, gender, and performance in higher education

Abstract: The present study analyses the relationship between academic goals and academic achievement among higher education students, considering gender and prior grade retention. A total of 482 students from two Portuguese higher education institutions (one public and one private), enrolled in Engineering, Education, Psychology, and Business Administration programs, completed an online questionnaire. The mean age was 22.4 years (SD = 6.99); 51.4% were male and 27.4% had a history of grade retention. Academic goals were assessed using the Academic Goals Inventory for Higher Education, while academic achievement and sociodemographic data were collected through self-report. Female students reported significantly higher mean scores in mastery and performance goals; male students showed higher levels of social pressure avoidance goals, although these differences were not statistically significant. Students with a history of retention demonstrated a stronger orientation towards mastery goals. Correlations between goals and academic achievement were significant: among students with retention, only mastery goals were associated with achievement; among those without retention, both mastery and performance goals were related to achievement. Linear regression analyses indicated that, although statistically significant, academic goals accounted for a small proportion of the variance in achievement, regardless of gender or retention history. These findings highlight the need for inclusive pedagogical practices focused on motivation and student engagement, fostering greater equity in higher education. Keywords: academic achievement goals, academic performance, grade retention, gender, higher education