Achievement Goals and Emotions

Achievement goals and emotions: The mediational roles of perceived progress, control, and value

“…Although this lack of significant mediation effects for performance-avoidance and performance-approach goals is contrary to Linnenbrink and Pintrich's (2002) initial predictions (Hypothesis 7, 8), it is nonetheless consistent with Model 1 in showing mastery-approach goals to typically have stronger relations with both the mediators and emotions than performance goals. This finding also provides empirical support for more recent assertions by Linnenbrink (2007) as well as Linnenbrink-Garcia and Barger (2014) that self-threatening goal orientations should lead to greater anxiety regardless of perceived progress, with our results similarly showing only a direct positive path from performance-avoidance goals to anxiety.…”

“…Research shows that not only do students experience a variety of emotions in academic settings (Pekrun, ; Spangler, Pekrun, Kramer, & Hofmann, ), but that these emotions are consistently related to important learning‐related variables including academic achievement (e.g., Pekrun, Elliot, & Maier, ; Pekrun, Hall, Goetz, & Perry, ), self‐regulated learning (e.g., Goetz, Hall, Frenzel, & Pekrun, ; Mega, Ronconi, & De Beni, ; Muis, Pekrun, et al ., ), as well as perceived control and value (e.g., Bieg, Goetz, & Hubbard, ; Frenzel, Pekrun, & Goetz, ; Muis, Psaradellis, Lajoie, Di Leo, & Chevrier, ; Pekrun, Goetz, Daniels, Stupnisky, & Perry, ). Most notably, recent work has explored the relations between students’ achievement goals and their emotions (for reviews, see Huang, ; Linnenbrink‐Garcia & Barger, ), with theoretical models having been proposed to explain these relationships including the control‐value theory of achievement emotions (Pekrun, ) and the bidirectional model of affect (Linnenbrink & Pintrich, ).…”

“…Extant research has previously examined the direct effects of students’ achievement goals on their emotional experiences, for example, showing students’ mastery goals to predict greater enjoyment and performance‐avoidance goals to predict higher anxiety (e.g., Daniels et al ., ; Pekrun et al ., ). However, despite increasing research following from theories of achievement goals (e.g., Linnenbrink & Pintrich, ) and emotions (e.g., Pekrun, ), ‘the presumed mediating processes (rate of progress, control‐value appraisals) have not been examined for either of the two theoretical models’ (Linnenbrink‐Garcia & Barger, , p. 152). To address this research gap, the present study directly evaluated these two theoretical frameworks in which specific mediators of the relationship between students’ achievement goals and their achievement‐related emotions are proposed.…”

Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time

“…Achievement emotions refer to those emotions experienced by students in learning, classroom and testing contexts (Pekrun et al, 2002). These emotions can be distinguished from other affective states and experiences that are experienced during achievement-related settings, such as mood, which are typically less intense, longer lasting, and do not have a specific object focus (Linnenbrink, 2006;Linnenbrink & Pintrich, 2002;Linnenbrink-Garcia & Barger, 2014;Pekrun, 2006). Control-value theory (CVT) differentiates between discrete achievement emotions along dimensions of valence (pleasant vs. non-pleasant), activation (activating vs. deactivating), and object focus (activity vs. outcome) (Pekrun 2006;Pekrun et al, 2002Pekrun et al, , 2007.…”

Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement

“…Second, they differ systematically in terms of valence (positive vs. negative) and activation (activating vs. deactivating), both of which are assumed to be pivotal to examining the effects of emotions on achievement. Third, empirical evidence suggests that enjoyment and boredom are related to both mastery and performance goals (for an overview see Linnenbrink-Garcia and Barger, 2014 ).…”