ABSTRACT
Despite being statistically independent, both types of relations were consistent with
theoretical expectations, as shown by multi-level modeling: Mastery goals were positive
predictors of enjoyment and negative predictors of boredom and anger; performance-
approach goals were positive predictors of pride; and performance-avoidance goals were
positive predictors of anxiety and shame.
Achievement emotions shape students' learning behavior, influence their academic
attainment, guide their decisions to persist or drop out of academic programs, and represent
core elements of their psychological well-being.
However, while these theoretical models refer to withinperson functioning (i.e., intraindividual
relations), the available empirical evidence is nearly exclusively based on the analysis of
between-person covariation of the two constructs (i.e., interindividual relations).
Consequently, the existing empirical findings do not provide direct evidence on the validity of
the theories.
Doelen
First, we sought to replicate previous findings on the interindividual relations between
three commonly endorsed achievement goals (mastery, performance-approach,
performance-avoidance) and six discrete achievement emotions (enjoyment, pride,
anxiety, shame, anger, boredom).
Second, and most importantly, we sought to move beyond the traditional
interindividual perspective by analyzing the intraindividual relations of these variables.
Achievement goals = competence-based aims used to guide behavior. There are two types:
Mastery goals, which refer to attaining mastery standards and developing
competence
Performance goals, which refer to attaining normative standards (i.e., performance
relative to others), often to demonstrate competence. There are two types:
o Performance-approach goals = outperforming others
o Performance-avoidance goals = not performing poorly relative to others.
Achievement emotions = emotions regarding achievement activities or achievement
outcomes (Pekrun, 2006). In addition to this object focus (activity vs. outcome), achievement
emotions can be grouped according to their valence (positive vs. negative).
Activity/positive (e.g., enjoyment)
Activity/negative (e.g., boredom, anger)
Outcome/positive (e.g., hope, pride)
Outcome/negative (e.g., anxiety, hopelessness, shame)
Theoretical assumptions
Mastery goals are proposed to focus attention on the controllability and positive value
of achievement activities, thus fostering positive activity emotions (e.g., enjoyment)
and reducing negative activity emotions (e.g., boredom and anger).
Performance-approach goals are proposed to focus attention on attaining success
outcomes, the controllability of these outcomes, and their positive value, implying that
they should promote positive outcome emotions (e.g., pride).
Performance-avoidance goals focus attention on possible failure outcomes, the
uncontrollability of these outcomes, and their negative value, implying that they
promote negative outcome emotions (e.g., anxiety and shame).
Empirical findings
Despite being statistically independent, both types of relations were consistent with
theoretical expectations, as shown by multi-level modeling: Mastery goals were positive
predictors of enjoyment and negative predictors of boredom and anger; performance-
approach goals were positive predictors of pride; and performance-avoidance goals were
positive predictors of anxiety and shame.
Achievement emotions shape students' learning behavior, influence their academic
attainment, guide their decisions to persist or drop out of academic programs, and represent
core elements of their psychological well-being.
However, while these theoretical models refer to withinperson functioning (i.e., intraindividual
relations), the available empirical evidence is nearly exclusively based on the analysis of
between-person covariation of the two constructs (i.e., interindividual relations).
Consequently, the existing empirical findings do not provide direct evidence on the validity of
the theories.
Doelen
First, we sought to replicate previous findings on the interindividual relations between
three commonly endorsed achievement goals (mastery, performance-approach,
performance-avoidance) and six discrete achievement emotions (enjoyment, pride,
anxiety, shame, anger, boredom).
Second, and most importantly, we sought to move beyond the traditional
interindividual perspective by analyzing the intraindividual relations of these variables.
Achievement goals = competence-based aims used to guide behavior. There are two types:
Mastery goals, which refer to attaining mastery standards and developing
competence
Performance goals, which refer to attaining normative standards (i.e., performance
relative to others), often to demonstrate competence. There are two types:
o Performance-approach goals = outperforming others
o Performance-avoidance goals = not performing poorly relative to others.
Achievement emotions = emotions regarding achievement activities or achievement
outcomes (Pekrun, 2006). In addition to this object focus (activity vs. outcome), achievement
emotions can be grouped according to their valence (positive vs. negative).
Activity/positive (e.g., enjoyment)
Activity/negative (e.g., boredom, anger)
Outcome/positive (e.g., hope, pride)
Outcome/negative (e.g., anxiety, hopelessness, shame)
Theoretical assumptions
Mastery goals are proposed to focus attention on the controllability and positive value
of achievement activities, thus fostering positive activity emotions (e.g., enjoyment)
and reducing negative activity emotions (e.g., boredom and anger).
Performance-approach goals are proposed to focus attention on attaining success
outcomes, the controllability of these outcomes, and their positive value, implying that
they should promote positive outcome emotions (e.g., pride).
Performance-avoidance goals focus attention on possible failure outcomes, the
uncontrollability of these outcomes, and their negative value, implying that they
promote negative outcome emotions (e.g., anxiety and shame).
Empirical findings
