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¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2016 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Multiple regression on trait questionnaire data replicated the expected interindividual goal-emotion relations across four subject domains. → Goetz 2016

Evidence¶

Goetz 2016¶

Goetz, T., Sticca, F., Pekrun, R., Murayama, K., & Elliot, A. J. (2016). Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach. Learning and Instruction, 41, 115-125. https://dx.doi.org/10.1016/j.learninstruc.2015.10.007

q2 · i? · associational · r2

Interindividual multiple regression on trait assessments (480 cases: 120 students across four domains), controlling sex, age, achievement, and subject dummies. The article reports the printed unstandardized coefficients; the same section also reports performance-approach goals predicting pride (b ¼ 0.44, p < .001) and performance-avoidance goals predicting anxiety and shame.

"Mastery goals were positive predictors of enjoyment ( b ¼ .40, p < .001), and negative predictors of anger (b ¼/C0 0.31,p < .001) and boredom (b ¼/C0 0.40, p < .001)."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Beyond the hypothesized links, mastery goals also predicted pride, performance-approach goals predicted enjoyment and (weakly) shame, and performance-avoidance goals predicted anger — related
• Intraindividual and interindividual correlations between achievement goals and emotions are statistically independent yet empirically convergent, with goals and emotions less correlated within persons — related
• Within persons, state mastery goals positively predict enjoyment and negatively predict boredom and anger in the classroom — related
• Within persons, state performance-approach goals predict pride and state performance-avoidance goals predict anxiety and shame — 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