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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2–r3 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Session-specific performance-approach goals were positively related to overall rating and learning and negatively related to boredom. → Daumiller 2021 q3 i? Session-specific performance-avoidance goals were negatively related to overall rating, learning, and joy, and positively related to boredom. → Daumiller 2021 (2)

Evidence¶

Daumiller 2021¶

Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhäuser, O., & Dresel, M. (2021). Do teachers' achievement goals and self-efficacy beliefs matter for students' learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences. Learning and Instruction. Advanced online publication. https://doi.org/10.1016/j.learninstruc.2021.101458

q3 · i? · associational · r2

Study 2 main analyses adding session-specific motivations as Level 1 predictors in three-level latent models; the article reports the expected adaptive pattern for performance-approach goals, with no effect sizes printed.

"on the session level we found the expected adaptive associations for performance approach goals (being positively related to overall rating and learning and negatively re-lated to boredom)"

Daumiller 2021 (2)¶

Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhäuser, O., & Dresel, M. (2021). Do teachers' achievement goals and self-efficacy beliefs matter for students' learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences. Learning and Instruction. Advanced online publication. https://doi.org/10.1016/j.learninstruc.2021.101458

q3 · i? · associational · r3

Same Study 2 session-level models; the article reports the expected maladaptive pattern for session-specific performance-avoidance goals across all four student outcomes, with no effect sizes printed.

"the expected maladaptive associations for performance avoidance goals (being negatively re-lated to overall rating, learning, and joy, and positively related to boredom)"

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it
• Achievement Goal Orientation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Higher education teachers' self-efficacy beliefs at semester start positively predict students' end-of-course overall rating, learning, and joy, and negatively predict boredom — related
• Achievement goal instructions show no main effects on achievement emotions in game-based learning — related
• Within persons, state mastery goals positively predict enjoyment and negatively predict boredom and anger in the classroom — related
• Between persons, trait mastery goals positively predict enjoyment and negatively predict anger and boredom; performance-approach goals predict pride; performance-avoidance goals predict anxiety and shame — related
• In Study 2, teachers' general self-efficacy replicated its positive associations with students' session ratings, and general performance-approach and work-avoidance goals predicted perceived learning — related
• Unexpected session-level associations: task goals positively predicted joy, relational goals negatively predicted learning and boredom, and learning goals negatively predicted overall rating and positively predicted boredom — related