<p>We examined the impact of different types of achievement goals on self-control and ego depletion. By integrating achievement goal theory and the strength model of self-control, we investigated how mastery, ability-performance, and normative-performance goals influence self-regulatory behaviors. College students (<i>N</i> = 114) were assigned to different goal conditions and engaged in tasks designed to deplete self-control resources. A Stroop task and a jelly consumption measure were used to assess their ego depletion. Students with induced mastery goals exhibited better self-control and less ego depletion compared to those with induced ability goals. Students with induced normative goals showed intermediate levels of self-control performance, although these trends were not statistically significant. Anxiety, task-irrelevant thoughts, and interest were tested as potential mediators, but no significant mediation effects were found. Nonetheless, our findings demonstrate the differential impact of achievement goals on self-regulatory capacities—they underscore the detrimental effects of ability-validation goals on self-control in achievement settings, highlighting that striving to demonstrate ability may deplete regulatory resources more than striving to improve competence.</p>