This study used latent growth modelling (LGM) to explore the developmental course and longitudinal relationships between achievement goals (mastery and performance-approach) and academic performance over a three-year period (four time-points of data collection). Three hundred and fifty-two university students (152 women, 200 men) who first enrolled in 2006 took part in this study. Likert-scale inventories were used to elicit relevant data from students. Academic performance was collated from students' course and final exam marks in two different undergraduate courses. LISREL 8.72 and SPSS 17 were used to test and evaluate the conceptual model proposed. Causal modelling analyses indicated the temporally displaced effects of mastery and performance-approach goals on academic performance. The results indicated that individuals' mastery goals increased over time, whereas there was no increase in growth change with performance-approach goals. Causal modelling also indicated: (1) performance-approach goals [right arrow] academic performance [right arrow] mastery goals relationship and (2) mastery goals [right arrow] academic performance [right arrow] mastery goals relationship. Finally, the use of LGM provided a clearer perspective concerning the developmental trajectories of mastery goals over time. (Contains 3 figures, 3 tables and 2 notes.)