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Background  The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes.    Aims  This study aimed to examine longitudinally whether students’ achievement goal profiles and transitions between profiles are associated with developments in self‐reported and teacher‐rated effort and academic achievement in upper elementary school.    Sample  Participants were 722 fifth‐grade students and their teachers in fifth and sixth grade (N = 68).    Methods  Students reported on their achievement goals and effort in language and mathematics three times in grade 5 to grade 6. Teachers rated students’ general school effort. Achievement scores were obtained from school records. Goal profiles were derived with latent profile and transition analyses. Longitudinal multilevel analyses were conducted.    Results  Theoretically favourable goal profiles (high mastery and performance‐approach goals, low on performance‐avoidance goals), as well as transitions from less to more theoretically favourable goal profiles, were associated with higher levels and more growth in effort for language and mathematics and with stronger language achievement gains.    Conclusions  Overall, these results provide support for the multiple goal perspective and show the sustained benefits of favourable goal profiles beyond effects of cognitive ability and background characteristics.

Achievement goal profiles and developments in effort and achievement in upper elementary school