Achieving goal theory has emerged as one of the preeminent approaches to motivation. This volume presents the findings of a large scale, longitudinal study which uses goal theory as the lens through which to examine the relation among achievement goals: the learning context; and students' and teachers' patterns of cognition, affect and behaviour. These results are integrated within the larger literature on goal theory, providing an overview of the research that has been conducted, as well as suggestions that goal theory researchers might want to consider.