Achievement goals have been key concepts for describing what motivates individuals in educational contexts. While achievement goals have often merely been conceptualized in terms of aspired end-states (aims of goal striving), contemporary research has proposed a more holistic perspective synthesizing these aims alongside autonomous versus controlled reasons derived from Self-Determination Theory into so-called achievement goal complexes. How these aims and reasons align is a matter of further discussion. An overview of empirical studies on goal complexes as well as associations between achievement goals and overarching goal systems reveals that aims differ in whether they show strong communality (static goal regulation) or rather high situational fluctuation regarding underlying reasons (dynamic goal regulation). Particularly, mastery aims show primarily strong bounds with autonomous reasons, whereas performance aims are more ambiguously aligned with underlying reasons. This has implications for the development of an overarching theory as well as for educational practice aiming to foster certain goals and goal complexes. Potential avenues for future research such as further investigations into goal valence, a broader set of aims, the impact of culture, and goal development are discussed.

成就目标一直是描述教育环境中激励个人因素的关键概念。虽然成就目标通常只是根据有抱负的最终状态（目标争取的目标）来概念化，但当代研究提出了一个更全面的视角，将这些目标与自我决定理论衍生的自主与受控原因综合成所谓的成就目标复合体。这些目标和原因如何保持一致是一个进一步讨论的问题。对目标复合体以及成就目标与总体目标系统之间关联的实证研究的概述表明，目标的不同之处在于它们是表现出强烈的共同性（静态目标调节）还是关于潜在原因的高情境波动（动态目标调节）。特别是，掌握目标主要显示出与自主原因的强烈界限，而绩效目标与潜在原因的一致性则更加模糊。这对总体理论的发展以及旨在培养某些目标和目标复合体的教育实践都有影响。讨论了未来研究的潜在途径，例如进一步调查目标效价、更广泛的目标、文化的影响和目标发展。