Pekrun et al.
ABSTRACT
In an experimental study, we tested a theoretical model positing that anticipated achievement
feedback influences achievement goals and achievement emotions, and that achievement
goals mediate the link between anticipated feedback and emotions. Self-referential feedback
had a positive influence on mastery goal adoption, whereas normative feedback had a
positive influence on performance-approach and performanceavoidance goal adoption.
Furthermore, feedback condition and achievement goals predicted testrelated emotions (i.e.,
enjoyment, hope, pride, relief, anger, anxiety, hopelessness, and shame).
Er zijn twee groepen gevoelsvariabelen, namelijk achievement goals and achievement
emotions. Voorheen werden die apart van elkaar onderzocht, maar in dit onderzoek worden
ze samengenomen.
In the present research, we seek to extend the existing research by considering
achievement goals and emotions in the context of one powerful contextual factor
shaping students’ engagement, namely, anticipated achievement feedback. Goals
and emotions can be affected by numerous contextual factors including classroom
goal structures, the quality of classroom instruction, autonomy support provided by
teachers, and the didactic approaches used.
Prior research
Achievement goals and emotions
o In summary, the available evidence highlights the importance of focusing on
discrete emotions when investigating the relations between achievement
goals and emotions in educational settings. Generally, mastery goals have
shown a consistent positive link with students’ positive affect and enjoyment of
learning, and a negative link with anger and boredom. Performance-approach
goals have been shown to be positively related to students’ pride and hope,
and performance-avoidance goals to their anxiety, shame, and hopelessness.
This pattern of findings suggests that there are clear links between mastery
goals and activity emotions (enjoyment, anger, and boredom), and between
performance-based goals and outcome emotions (hope, pride, anxiety,
hopelessness, and shame).
The influence of anticipated achievement feedback on goals and emotions
o Most relevant to the present research, Butler (2006) conducted a study in
which middle school students were instructed to expect either a) temporal
evaluation, where they would be informed whether their problem solving had
improved, remained stable or deteriorated; b) normative evaluation, where
they would receive their percentile score in relation to other students’
performance; or c) no evaluation. The results indicated that the anticipation of
temporal evaluation enhanced the adoption of mastery goals, whereas the
anticipation of normative evaluation enhanced performance goals. This study
represents an initial attempt to investigate how feedback instructions can be
manipulated to induce achievement goals in educational settings.
ABSTRACT
In an experimental study, we tested a theoretical model positing that anticipated achievement
feedback influences achievement goals and achievement emotions, and that achievement
goals mediate the link between anticipated feedback and emotions. Self-referential feedback
had a positive influence on mastery goal adoption, whereas normative feedback had a
positive influence on performance-approach and performanceavoidance goal adoption.
Furthermore, feedback condition and achievement goals predicted testrelated emotions (i.e.,
enjoyment, hope, pride, relief, anger, anxiety, hopelessness, and shame).
Er zijn twee groepen gevoelsvariabelen, namelijk achievement goals and achievement
emotions. Voorheen werden die apart van elkaar onderzocht, maar in dit onderzoek worden
ze samengenomen.
In the present research, we seek to extend the existing research by considering
achievement goals and emotions in the context of one powerful contextual factor
shaping students’ engagement, namely, anticipated achievement feedback. Goals
and emotions can be affected by numerous contextual factors including classroom
goal structures, the quality of classroom instruction, autonomy support provided by
teachers, and the didactic approaches used.
Prior research
Achievement goals and emotions
o In summary, the available evidence highlights the importance of focusing on
discrete emotions when investigating the relations between achievement
goals and emotions in educational settings. Generally, mastery goals have
shown a consistent positive link with students’ positive affect and enjoyment of
learning, and a negative link with anger and boredom. Performance-approach
goals have been shown to be positively related to students’ pride and hope,
and performance-avoidance goals to their anxiety, shame, and hopelessness.
This pattern of findings suggests that there are clear links between mastery
goals and activity emotions (enjoyment, anger, and boredom), and between
performance-based goals and outcome emotions (hope, pride, anxiety,
hopelessness, and shame).
The influence of anticipated achievement feedback on goals and emotions
o Most relevant to the present research, Butler (2006) conducted a study in
which middle school students were instructed to expect either a) temporal
evaluation, where they would be informed whether their problem solving had
improved, remained stable or deteriorated; b) normative evaluation, where
they would receive their percentile score in relation to other students’
performance; or c) no evaluation. The results indicated that the anticipation of
temporal evaluation enhanced the adoption of mastery goals, whereas the
anticipation of normative evaluation enhanced performance goals. This study
represents an initial attempt to investigate how feedback instructions can be
manipulated to induce achievement goals in educational settings.
