Abstract
Students' adjustment with multiple goals to significant variables of academic context. Most studies about academic goals have been centred upon two predominant goals: learning goals and performance goals (Dweck, 1986). Each of these goals have been defined as cleary differenced and literature suggested that these were mutually exclusive goals. In this work, using cluster analysis, we have investiged the stability of goals for each student. The findings suggest that a considerable group of students doesn't pursue an only goal. Due to previous research about multiple goals had suggested that this motivational orientation had advantages in regard to ability of being adapted to classroom context, we also analyse how each group of students exhibits different behaviors and cognitions in regard to contextual variables. In conclusion, it seems that these are a multiple goals orientation and students who pursue multiple goals reported greater ability to be adapted to classroom context than another student.
