The goal–internalizing relations are moderated by goal terminology, goal setting, education level, goal model, and cultural context¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r3 · q4
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? For mastery-approach goals and anxiety, the negative relation was stronger for development-approach terminology and stronger in college than middle/high school samples. → Diaconu-Gherasim 2024 q4 i? For performance-approach goals and depression, the relation was positive and significant only in dichotomous-model studies and only in Western countries. → Diaconu-Gherasim 2024 (2)

Evidence¶

Diaconu-Gherasim 2024¶

Diaconu-Gherasim, L. R., Elliot, A. J., Zancu, A. S., Brumariu, L. E., Măirean, C., Opariuc-Dan, C., & Crumpei-Tanasă, I. (2024). A Meta-Analysis of the Relations Between Achievement Goals and Internalizing Problems. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09943-5

q4 · i? · quant-synthesis · r3

Subgroup moderator analyses (Table 2) found education level, terminology, and setting moderated the mastery-approach–anxiety relation; e.g., college samples showed a stronger negative relation (QB = 6.89, p = 0.014).

"Education level was significant; the negative relation was stronger in studies with college samples than in studies with middle school samples (QB = 6.89, p = 0.014)"

Diaconu-Gherasim 2024 (2)¶

Diaconu-Gherasim, L. R., Elliot, A. J., Zancu, A. S., Brumariu, L. E., Măirean, C., Opariuc-Dan, C., & Crumpei-Tanasă, I. (2024). A Meta-Analysis of the Relations Between Achievement Goals and Internalizing Problems. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09943-5

q4 · i? · quant-synthesis · r?

For performance-approach goals and depression (Table 3), the goal model and cultural context moderated the relation; the pooled relation was positive only in Western-context studies and dichotomous-model studies.

"Cultural context was significant; the relation was positive and significant only in studies conducted in Western countries"

Discussion¶

Learner Variables¶

• Achievement Goal Orientation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Mastery-approach goals are negatively related to anxiety (r = −.10) across 34 samples — related
• Mastery-approach goals are negatively related to depression (r = −.18) across 36 samples — related
• Mastery-avoidance goals are not significantly related to anxiety or depression — related
• Math anxiety has a small-to-moderate negative correlation with math achievement (r = −.28) in a meta-analysis of correlations from 223 studies — related
• Higher trait depression, anxiety, and negative emotionality are associated with setting higher baseline goals (Study 1) — a narrower finding that bears on this claim