Mastery-approach (MAP) goals, focusing on developing competence and acquiring task mastery, is posited to be the most optimal, beneficial type of achievement goal for academic and life outcomes. Although there is meta-analytic evidence supporting this finding, such evidence does not allow us to conclude that the extant MAP goal findings generalize across cultures. Meta-analyses have often suffered from over-representation of Western, educated, industrialized, rich, and democratic (WEIRD) samples, reliance on bivariate correlations, and lack the ability to directly control individual-level background variables. To address these limitations, this study used nationally representative data from 80 societies (N= 612,004 adolescents) to examine the relations of MAP goals to four personality antecedents (workmastery, competitiveness, fear of failure, and mindset) and 16 consequences (i.e., task-specific motivational, achievement-related, and well-being outcomes), and tested the cross-cultural generalizability of these relations. Results showed that MAP goals were: (a) grounded primarily in positive (workmastery, competitiveness) but not negative achievement motives (fear of failure, fixed mindset); (b) most strongly predictive of well-being outcomes (e.g., life satisfaction, resilience), followed by adaptative motivational (e.g., enjoyment, perceived competent) and achievement-related (e.g., test performance, educational aspirations) outcomes; (c) weakly negatively associated with maladaptive outcomes (perceived task difficulty); and (d) uniquely predictive of various consequences, controlling for the personality antecedents and covariates. Further, the results of four different approaches provide consistent, strong support for cross-cultural generalizability of these relations, which has practical implications regarding the benefits of MAP goal pursuit in daily life and directions for educational intervention in a global context.