Achievement goal instructions show no main effects on achievement emotions in game-based learning¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Neither mastery-approach nor performance-approach goal instructions had statistically significant main effects on enjoyment, pride, anger, boredom, or shame. → Hu 2024

Evidence¶

Hu 2024¶

Hu, Y., Wouters, P., van der Schaaf, M., & Kester, L. (2024). The effects of achievement goal instructions in game-based learning on students' achievement goals, performance, and achievement emotions. Learning and Instruction, 93, 101943. https://doi.org/10.1016/j.learninstruc.2024.101943

q3 · i? · causal · r2

In the randomized experiment (N = 450), robust regression found no significant main effects of either instruction type on the measured achievement emotions (enjoyment, pride, anger, boredom, shame); anxiety was removed due to low reliability (greatest lower bound = 0.57).

"Robust regression revealed no statistically significant main effects on achievement emotions."

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it

Related Claims¶

• Relational goals are positively linked to positive affect and enjoyment — related
• Work-avoidance goals are particularly related to negative activity emotions — related
• Mastery-approach goal instructions do not induce mastery-approach goals and show no effects on learning outcomes in secondary school game-based learning — related
• Session-specific performance-approach goals were positively related to students' overall rating and learning and negatively to boredom, while performance-avoidance goals showed the opposite pattern — related