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model differentiates goals based on both the definition of competence (a similarity with the dichotomous model) and their valence or the degree to which the focal outcome is pleasant or unpleasant (a difference between the models) The argument is that achievement goals should consider both the definition of competence and the valence of the striving However, it may be argued that in the hierarchical model we seem to be defining achievement goals as discrete goals based on a definition of competence and achievement strategies aimed at fulfilling some particular objective In the hierarchical model, goals are midlevel constructs that mediate the effects of a host of individual differences (eg, achievement motives, self-perceptions, relational variables, demographic characteristics, neurophysiologic predispositions) and situational factors (eg, norm-based evaluation) on specific motivated behaviors and serve as proximal predictors of achievement-related processes and outcomes (Elliot, 1999).

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But it is the appetitive (approach) and aversive (avoidance) valence of competence striving that energizes the motivational process It is assumed that the goals are the manifestation of needs, or at least the motivational surrogates, as Elliot and Church (1997) state of the needs of achievement motivation (approach) and the fear of failure (avoidance; Kaplan & Maehr, 2002) This suggests that achievement goals represent approaches to self-regulation based on satisfying approach and avoidance needs that are evoked by situational cues Achievement goals arise from affect-based objectives, at least in part, in the hierarchical model In traditional achievement goal theory, it is the goals themselves that are the critical determinants of achievement cognition, affect, and behavior It is the goals that give meaning to the investment of personal resources because they reflect the purposes underlying achievement actions in achievement contexts.

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Once endorsed, the goal defines an integrated pattern of beliefs, attributions, and affect that underlie approach and avoidance strategies, different levels of engagement, and the different responses to achievement outcomes (Duda & Hall, 2001; Kaplan & Maehr, 2002) The way an individual interprets his or her performance can be understood in terms of what an individual considers to be important in a particular context and his or her beliefs about what it takes to be successful in that situation Achievement goals refer to achievement-oriented or achievement-directed behavior where success is the goal Nicholls (1989) argued that these beliefs and perceptions form a personal theory of achievement in the activity that drives the motivation process, and that a conceptually coherent pattern of relationships should therefore exist.

An equivalent null hypothesis that is used with the cell means model is H0:

A. Marked and persistent fear that is excessive or unreasonable, cued by the presence of anticipation of a specific object or situation (e.g., flying, heights, animals, receiving an injection, seeing blood).

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