Achievement goals and discrete achievement emotions: A theoretical model and prospective test.

TLDR

The study situates itself within the underdeveloped literature on achievement emotions and the broader motivation and emotion research domains. The authors propose a theoretical model linking achievement goals to discrete achievement emotions. The model connects trichotomous achievement goals to eight emotions arranged in a 2×2 taxonomy, and two prospective studies in German and American college classrooms tested it. Results largely supported the hypotheses: mastery goals predicted enjoyment, hope, and pride and negatively predicted boredom and anger; performance‑approach goals predicted pride; performance‑avoidance goals predicted anxiety, hopelessness, and shame; findings were consistent across studies and robust to controls.

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.