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Although achievement goals have been the subject of much study about their implications for learning and performance, interest has been less marked in understanding their precursors, particularly those linked to students’ personal characteristics. In this study, we examine the role of a defensive pessimism strategy as a mediator and moderator of the relationships between self-esteem and achievement goals in a sample of 1028 university students. Analysis of mediation and moderation was performed using the PROCESS macro within SPSS. The results showed that defensive pessimism partially mediates and moderates the effect of self-esteem on approach goals (learning and performance). We found no significant mediation or moderation effect for defensive pessimism in the relationship between self-esteem and performance-avoidance goals. These findings suggest that defensive pessimism is an effective strategy to encourage motivational involvement in students with low self-esteem in the academic context.

The Relationship between Self-Esteem and Achievement Goals in University Students: The Mediating and Moderating Role of Defensive Pessimism