This study aimed to investigate the differential prospective relationships of social-oriented achievement motivation (SOAM) and individual-oriented achievement motivation (IOAM) with student's adoption of specific achievement goals and their affective wellbeing (AWB). A total of 332 Chinese university students (M = 19.139; Female = 75%) voluntarily participated in the baseline and the 1-year follow-up surveys of this study. The factor score path analysis results showed statistically significant positive paths from SOAM and IOAM at baseline to performance goals and mastery goals, respectively, at follow-up. Moreover, a statistically significant positive path was found from SOAM at baseline to negative affective experiences, at follow-up, and no association was found between IOAM and AWB, after controlling for achievement goals. The findings suggest the usefulness of raising educators' and parents' awareness regarding the double-edged sword of utilizing socially valued motives to promote performance approach goals in individuals because such values potentially lowering their psychological wellbeing.