Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement
Copyright policy )Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement
In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed.
- University of Vienna Austria
Emotion, MEDIATION, Enjoyment, 501002 Angewandte Psychologie, achievement, emotion, Achievement, boredom, enjoyment, AVOIDANCE MOTIVATION, MODEL, 501016 Educational psychology, 501002 Applied psychology, Boredom, Achievement goal, SCHOOL, EXPERIENCE, Psychology, BOREDOM, achievement goal, 501016 Pädagogische Psychologie
Emotion, MEDIATION, Enjoyment, 501002 Angewandte Psychologie, achievement, emotion, Achievement, boredom, enjoyment, AVOIDANCE MOTIVATION, MODEL, 501016 Educational psychology, 501002 Applied psychology, Boredom, Achievement goal, SCHOOL, EXPERIENCE, Psychology, BOREDOM, achievement goal, 501016 Pädagogische Psychologie
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