Achievement goals and discrete achievement emotions: A theoretical model and prospective test.
Abstract
A theoretical model linking achievement goals to discrete achievement emotions is proposed. The model posits relations between the goals of the trichotomous achievement goal framework and 8 commonly experienced achievement emotions organized in a 2 (activity/outcome focus) × 2 (positive/negative valence) taxonomy. Two prospective studies tested the model in German and American college classrooms. The results were largely in line with the hypotheses. Mastery goals were positive predictors of enjoyment of learning, hope, and pride and were negative predictors of boredom and anger. Performance-approach goals were positive predictors of pride, whereas performance-avoidance goals were positive predictors of anxiety, hopelessness, and shame. The results were consistent across studies and robust when controlled for gender, GPA, social desirability, temperament, and competence expectancy. The research is discussed with regard to the underdeveloped literature on achievement emotions and with regard to the motivation and emotion research domains more broadly.
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Performance-avoidance goals have been systematically linked to anxiety, hopelessness, shame, low ability-related self-esteem, and pretask threat appraisals, and negatively related to self-determination, perceptions of control, and feeling calm during evaluations.
“Performanceavoidance goals, on the other hand, have been systematically linked to anxiety, hopelessness, shame (Pekrun, Elliot, & Maier, 2006), low ability-related self-esteem, and pretask threat appraisals and negatively related to self-determination, perceptions of control, and feeling calm during evaluations (Elliot & McGregor, 2001; McGregor & Elliot, 2002).”
From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Pekrun, Elliot, & Maier, 2006
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- Authors
- Pekrun, R., Elliot, A. J., & Maier, M. A.
- Venue
- Journal of Educational Psychology
- Published
- 2006-08
- Volume
- 98
- Issue
- 3
- Pages
- 583-597
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2152550197
- Cited by
- 900
- References
- 10
- Citations by year
- 2026: 22 · 2025: 68 · 2024: 49 · 2023: 60 · 2022: 53 · 2021: 45 · 2020: 51 · 2019: 55 · 2018: 40 · 2017: 47 · 2016: 60 · 2015: 46 · 2014: 53 · 2013: 51 · 2012: 55
- FWCI
- 27.81
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Funders
- Bavarian State Ministry of Sciences, Research and the Arts
- Humboldt Foundation
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Psychology › Social Psychology › Emotions and Moral Behavior
- Keywords
- achievement goals, achievement emotions, mastery goals, performance-approach goals, performance-avoidance goals, joyful learning, boredom, hope, hopelessness, pride, shame, anxiety, anger, emotional valence, emotion and motivation, university students
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