ABSTRACT Two studies evaluated the contribution of goal orientation—over and above the constructs of planned behavior theory—in explaining the relationship between attitudes, motivation, and academic achievement for students with and without learning disabilities. Results indicated that a performance-approach orientation exerted significant positive effects on all elements of planned behavior theory, whereas the effects of performance-avoidance orientation were minimal and mostly on the negative side (Study I). It was also found that while a mastery orientation was adaptive for both groups, a performance-approach orientation was more adaptive for the LD group compared to the non-LD student group (Study II). Within-groups analyses suggested that achievement was associated with a unique network of relationships, that was different for the two groups: for the LD student group, intentions were influenced strongly by the normative system, whereas for non-LD students, they were mediated by individual's own atti...