Previous research has examined how goal orien-tations relate to a wide range of contextual variables. How-ever, there is surprisingly little research examining therelationship between achievement context and students’ goalorientations, or the cultural variations in such relationships.The purpose of the present study was, therefore, to explore therelationships among students’ goal orientations, their collegeGPAs, and their average scores in high school form 7. A totalof 312 college students in Hong Kong participated in thepresent study. A survey was administered to collect infor-mation on students’ beliefs about their goal orientations, theircollege GPAs, and their average scores in high school form 7.The data were analyzed using structural equation modeling.The results showed that goal orientations have differentassociations with students’ college GPAs and their past per-formance in high school. Mastery goals and performance-approach goals were positively associated with students’college GPAs, whereas performance-avoidance goals werenegatively associated. However, both performance-approachand performance-avoidance goals were positively associatedwith average scores in high school, whereas mastery goalsshowed no association with high school performance. Cul-tural factors are discussed to clarify the findings.

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• The Relationship Between Goal Orientation and Academic Achievement in Hong Kong: The Role of Context