Design classroom practices and interventions that change students' goal foci to foster adaptive emotions and reduce maladaptive emotions¶

Strategy · All strategies
Evidence · 6 claims (6 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 6 claims rest on one study

Description¶

Because the goal-emotion relations hold at the intraindividual level, the authors encourage developing "classroom practices and treatment interventions that foster students' adaptive emotions and reduce their maladaptive emotions by changing their goal foci." They suggest future studies test whether teachers' displays of enthusiasm can foster mastery goal adoption and thereby enhance enjoyment and reduce boredom and anger, and whether positive feedback on mastery and performance fosters mastery and performance-approach goals that increase positive emotions such as hope and enjoyment.

Design Implications¶

Context¶

Requirements¶

• Interventions should target both goals and emotions, since reciprocal causation would imply either variable might positively influence the other

Constraints¶

• The article notes previous interindividual findings alone were not sufficient to justify such interventions; the recommendation rests on the new intraindividual evidence and remains to be tested experimentally

Target Learners¶

• Secondary school students in regular classroom settings

Target Learning Goals¶

• Enhancing enjoyment and reducing boredom and anger in class and during homework; increasing hope for success and enjoyment of learning

Affordances¶

• Control Value Goal Emotion Model Pekrun

Claims¶

• Within persons, state mastery goals positively predict enjoyment and negatively predict boredom and anger in the classroom [+W]
• Within persons, state performance-approach goals predict pride and state performance-avoidance goals predict anxiety and shame [+W]
• 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 [+W]
• Intraindividual and interindividual correlations between achievement goals and emotions are statistically independent yet empirically convergent, with goals and emotions less correlated within persons [+W]
• Most variance in state achievement goals and emotions is situational (within-person) rather than between-person [+W]
• Beyond the hypothesized links, mastery goals also predicted pride, performance-approach goals predicted enjoyment and (weakly) shame, and performance-avoidance goals predicted anger [+W]

Related Strategies¶

• Design programs that foster students' positive emotions and reduce negative emotions to support subsequent relationship quality and achievement

Examples¶

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Key Sources¶

• 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