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

Abstract

In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed.

The Dampening Effects of Perceived Teacher Enthusiasm on Class-Related Boredom: The Mediating Role of Perceived Autonomy Support and Task Value

“…Additionally, the theoretical framework did not indicate whether various environmental variables could predict discrete emotions through different mediating paths (Pekrun, 2006; Pekrun et al, 2007). Recent quantitative results did not support particular hypotheses in the theoretical framework, for example, achievement goals did not affect academic achievement through the mediation of achievement emotions (Lüftenegger et al, 2016). Therefore, further studies need to be conducted to examine the theoretical framework.…”

Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

“…A variety of emotional states influences the learning processes, in both the motivational phase, when students are weighing whether to commit or not and to which goal, and the volitional phase, when students are reaffirming their commitment to the selected goal (Järvenoja and Järvelä, 2005; Lüftenegger et al, 2016). Emotions experienced in the classroom affect the performance of students, as well as their interest, commitment and personality development, which, in turn, affects the social climate in the classrooms and educational institutions (Pekrun, 2006; Amutio et al, 2015; López-González and Oriol, 2016).…”

How classmates' stress affects student's quality of motivation

“…Although learning goals focus on understanding, mastery, learning, problem‐solving, and developing new skills, achievement goals focus on the demonstration of abilities to others and/or focus on the avoidance of demonstration of incompetence to others, such as avoidance achievement goal orientation (Elliot & Harackiewicz, ; Pintrich, Conley, & Kempler, ). It could be stated that learning goal orientation is of higher motivational quality than achievement goals are because it is beneficial for intrinsic motivation (Elliot & Harackiewicz, ; Harackiewicz & Elliot, ) and is essential for adaptive academic development in student motivation (Chouinard, Karsenti, & Roy, ; Lüftenegger et al, ). Furthermore, students with learning goal orientation focus on the development of competencies in learning contexts.…”