Abstract
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.
Highlights
Achievement goals and emotions are crucial determinants of students’ learning processes and have an impact on academic outcomes (Hulleman et al, 2010; Goetz and Hall, 2013)
The last decade has brought a discernible increase in empirical research on the specific relationship between goals and discrete emotions, recent developments in achievement goal theory have to our knowledge not been considered so far
We focus on the activity emotions of enjoyment and boredom while learning for an exam
Summary
Achievement goals and emotions are crucial determinants of students’ learning processes and have an impact on academic outcomes (Hulleman et al, 2010; Goetz and Hall, 2013). Empirical educational research on the relation between achievement goals and discrete emotions was sparse for a long time. The last decade has brought a discernible increase in empirical research on the specific relationship between goals and discrete emotions, recent developments in achievement goal theory have to our knowledge not been considered so far. The present research tests the recently proposed 3 × 2 model of achievement goals (Elliot et al, 2011) and investigates its associations with activity emotions and academic achievement in a comprehensive model
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