This study examined four goal orientations and their relationships to achievement among 1041 Chinese gifted students in Hong Kong. These students endorsed learning and social goals over performance-approach and performance-avoidance goals. The endorsement of learning goals emerged consistently as the significant predictor predicting achievement in academic, non-academic, and social/leadership areas. Implications of the findings for coordinating different goal orientations for enhancing achievement in different areas are discussed. [Copyright of High Ability Studies is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13598130801980307]
