This review focuses on recent research illustrating how performance goals show positive effects, similar to those of mastery goals. Many studies on students achievement goals and motivation have relied on two goal structures: mastery and performance. The mastery goal approach had the distinction of being preferred for its adaptive qualities while performance goals were believed to be maladaptive (K. Barron and J. Harackiewicz, 2001). However, present research expands performance knowledge to include performance-approach and performance-avoidance goals. Performance-approach goal students are motivated by competition and the capacity to demonstrate their abilities. Performance-avoidance goal students reveal reductions in intrinsic motivation and persistence. Avoidance goal orientation is also found to have negative consequences by reducing goal opportunities, handicapping, keeping goals private, and reducing self-efficacy and academic control. Outcomes of recent studies show how students are motivated by a variety of achievement goals. (Contains 31 references.) (Author/SLD)