This work is mainly concerned with multiple goals as indicators of stable as well as situation-specific motivation. During school lessons, pupils strive for competence-oriented goals as well as goals which target psychological well-being. The goal to enlarge one- competence and to acquire deeper knowledge (mastery goal), to attain normative competence (performance approach goal) as well as the goal to avoid the demonstration of lack ofrncompetence (performance avoidance goal) belong to the category of academic goals. The category of well-being goals includes the goal to avoid hard work (work avoidance goal) as well as the aim to interact socially with relevant peers (affiliation goal). It is still unclear, however, if goals are best defined as fluctuating state or stable trait variables. Here, both aspects of goals are conceptualized differentially and their connection is explored in two studies based on a longitudinal design. Another question that is raised here is concerned with the explanation of state-goal-genesis. Different motivational theories serve as the basis for the development of a new framework model, which explores the genesis of state goal-components due to trait goal-components, situational appraisals and their interaction. In the literature, three effect models between appraisals and trait goals regarding the state goals are identified: a) appraisals and trait goals might predict state goals additively (additive effect), b) trait goals might influence the state goals mediated by the appraisals (reactive effect), or c) the trait goals may have differential effects on the state goals for low or high values of the appraisals (interaction effect). Moreover, assumptions on proximal consequences of state-goals are made within the framework model. Study 1 comprised of two samples (N = 197 and N = 297). Both multiple goal factors as well as their state- and trait-components were validated empirically in a longitudinal design. State goal measures proved to be sensitive to situational influences and to be differentially valid compared to trait goal measures. Study 2 primarily dealt with the explanationrnof the genesis of state goals in actual learning situations. The basic assumptions of the framework model as well as the three effect models were explored systematically in a longitudinal design (N = 542). As expected, competence oriented goals correlated with adaptive indicators of learning processes (e.g., flow), while the well-being goals did not. The additive effect hypothesis was confirmed while the reactive effect hypothesis was rejected. With the help of latent moderator models, some interaction effects were identified which showed that trait goals were differentially predictive for state goals depending on the level of situational appraisals.