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Abstract
This study examined achievement goal profiles, differences in anxiety by achievement goal profile, and the mediating roles of emotion regulation strategies in the profile–anxiety relationship among 1,411 Chinese university senior students. The students (Mage = 22.02) completed the Goal Orientation Scales, Emotion Regulation Questionnaire, and State Anxiety Inventory. We identified four profiles: moderately mastery-oriented, mastery and performance-approach-oriented, low mastery-oriented, and performance-oriented. The moderately mastery-oriented profile had the lowest anxiety, and the low mastery-oriented and performance-oriented profiles had the highest. The difference in anxiety between the performance-oriented and moderately mastery-oriented profiles was partially mediated by expression suppression; that between the low mastery-oriented and moderately mastery-oriented profiles was partially mediated by cognitive reappraisal; and that between the mastery and performance-approach-oriented and moderately mastery-oriented profiles was partially mediated through two competitive routes. Our study has implications for designing differentiated anxiety interventions for university students according to their different achievement goal combinations.
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