In two cross-sectional studies, we investigated to what extent elementary (Study 1) and middle school (Study 2) students pursue similar, yet distinct, mastery-related and performance-related goals in physical education. We found that students were more likely to endorse outcome goals in conjunction with mastery-related goals and ability goals in conjunction with normative goals. Rasch modelling suggested that students tended to endorse mastery-approach goals than learning and outcome goals and that they tended to favour ability goals than performance-approach goals. Differential item functioning analyses showed that autonomously motivated students were more likely to endorse learning goals and mastery-approach goals and less likely to endorse outcome goals than less autonomously motivated students. They were also more likely to endorse ability goals and less likely to endorse normative goals than controlled motivated students. Results are discussed within the achievement goal framework and the self-determination theory. (Contains 4 figures and 5 tables.)