Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations With Academic Performance

Journal of Educational Psychology

Volumn 101, Issue 1, 2009, Pages 115-135

  Pekrun, Reinhard ^a   Elliot, Andrew J ^b   Maier, Markus A ^c  

^a UNIVERSITY OF MUNICH   (Germany)

^b UNIVERSITY OF ROCHESTER   (United States)

^c STONY BROOK UNIVERSITY   (United States)

Author keywords

achievement; achievement emotions; achievement goals; anxiety; performance

Indexed keywords

EID: 60849089903     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0013383     Document Type: Article

References (122)

1. Ames C. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 84 (1992) 261-271
2. Anderman E.M., and Maehr M.L. Motivation and schooling in the middle grades. Review of Educational Research 64 (1994) 287-309
3. Arbuckle J.L. AMOS 5 [Computer software] (2003), SmallWaters, Chicago
4. Ashby F.G., Isen A.M., and Turken A.U. A neuropsychological theory of positive affect and its influence on cognition. Psychological Review 106 (1999) 529-550
5. Aspinwall L. Rethinking the role of positive affect in self-regulation. Motivation and Emotion 22 (1998) 1-32
6. Baron R.M., and Kenny D.A. The moderator-mediator variable distinction in social psychological research: Conceptual, strategical, and statistical considerations. Journal of Personality and Social Psychology 51 (1986) 1173-1182
7. Bless H., Clore G.L., Schwarz N., Golisano V., Rabe C., and Wölk M. Mood and the use of scripts: Does a happy mood really lead to mindlessness?. Journal of Personality and Social Psychology 71 (1996) 665-679
8. Boekaerts M. Anger in relation to school learning. Learning and Instruction 3 (1993) 269-280
9. Brett J.F., and VandeWalle D. Goal orientation and goal content as predictors of performance in a training program. Journal of Applied Psychology 84 (1999) 863-873
10. Church M.A., Elliot A.J., and Gable S.L. Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology 93 (2001) 43-54
11. Clark, L. A., & Watson, D. (1995). The Brief Temperament Survey (BTS). Unpublished manuscript, Department of Psychology, University of Iowa, Iowa City.
12. Collins L.M., Graham J.W., and Flaherty B.P. An alternative framework for defining mediation. Multivariate Behavioral Research 33 (1998) 295-312
13. Covington M.V. Making the grade: A self-worth perspective on motivation and school reform (1992), Cambridge University Press, Cambridge, MA
14. Cury F., Elliot A.J., Da Fonseca D., and Moller A.C. The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework. Journal of Personality and Social Psychology 90 (2006) 666-679
15. Cury F., Elliot A.J., Sarrazin P., Da Fonseca D., and Rufo M. The trichotomous achievement goal model and intrinsic motivation: A sequential mediational analysis. Journal of Experimental Social Psychology 38 (2002) 473-481
16. Daniels, L., Haynes, T., Stupnisky, R., Perry, R. P., Newall, N., & Pekrun, R. (in press). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology
17. Dweck C.S. Motivational processes affecting learning. American Psychologist 41 (1986) 1040-1048
18. Elliot A.J. Integrating "classic" and "contemporary" approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In: Pintrich P., and Maehr M. (Eds). Advances in motivation and achievement 10 (1997), JAI Press, Greenwich, CT 143-179
19. Elliot A.J. Approach and avoidance motivation and achievement goals. Educational Psychologist 34 (1999) 149-169
20. Elliot A.J., and Church M.A. A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology 72 (1997) 218-232
21. Elliot A.J., and Church M.A. A motivational analysis of defensive pessimism and self-handicapping. Journal of Personality 71 (2003) 369-396
22. Elliot A.J., and Harackiewicz J.M. Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology 70 (1996) 461-475
23. Elliot A.J., and McGregor H. Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology 76 (1999) 628-644
24. Elliot A.J., and McGregor H.A. A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology 80 (2001) 501-519
25. Elliot A.J., McGregor H.A., and Gable S. Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology 91 (1999) 549-563
26. Elliot A.J., and Moller A. Performance-approach goals: Good or bad forms of regulation?. International Journal of Educational Research 39 (2003) 339-356
27. Elliot A.J., and Murayama K. On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology 100 (2008) 613-628
28. Elliot A.J., and Pekrun R. Emotion in the hierarchical model of approach-avoidance achievement motivation. In: Schutz P.A., and Pekrun R. (Eds). Emotion in education (2007), Academic Press, San Diego, CA 57-73
29. Elliot A.J., Shell M.M., Bouas Henry K., and Maier M.A. Achievement goals, performance contingencies, and performance attainment: An experimental test. Journal of Educational Psychology 97 (2005) 630-640
30. Elliot A.J., and Thrash T.M. Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review 12 (2001) 139-156
31. Elliott E.S., and Dweck C. Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology 54 (1988) 5-12
32. Fiedler K. Affective states trigger processes of assimilation and accommodation. In: Martin L.L., and Clore G.L. (Eds). Theories of mood and cognition: A user's guidebook (2001), Erlbaum, Mahwah, NJ 85-98
33. Finney S.J., Pieper S.L., and Barron K.E. Examining the psychometric properties of the Achievement Goals Questionnaire in a general academic context. Educational and Psychological Measurement 64 (2004) 365-382
34. Fredrickson B.L. The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist 56 (2001) 218-226
35. Frenzel A.C., Thrash T.M., Pekrun R., and Goetz T. Achievement emotions in Germany and China: A cross-cultural validation of the Academic Emotions Questionnaire-Mathematics (AEQ-M). Journal of Cross-Cultural Psychology 38 (2007) 302-309
36. Goetz T., Frenzel A.C., Pekrun R., Hall N.C., and Lüdtke O. Between- and within-domain relations of students' academic emotions. Journal of Educational Psychology 99 (2007) 715-733
37. Harackiewicz J.M., Barron K.E., Carter S.M., Lehto A.T., and Elliot A.J. Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology 73 (1997) 1284-1295
38. Harackiewicz J.M., Barron K.E., Pintrich P.R., Elliot A.J., and Thrash T.M. Revision of achievement goal theory. Journal of Educational Psychology 94 (2002) 638-645
39. Harackiewicz J.M., and Elliot A.J. The joint effects of target and purpose goals on intrinsic motivation: A mediational analysis. Personality and Social Psychology Bulletin 24 (1998) 675-689
40. Helmke A. Die Entwicklung der Lernfreude vom Kindergarten bis zur 5. Klassenstufe [Development of learning enjoyment from kindergarten to grade five]. Zeitschrift für Pädagogische Psychologie 7 (1993) 77-86
41. Hembree R. Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research 58 (1988) 47-77
42. Hill K.T., and Wigfield A. Test anxiety: A major educational problem and what can be done about it. Elementary School Journal 85 (1984) 105-126
43. Hoyle R., and Panter A. Writing about structural equation models. In: Hoyle R. (Ed). Structural equation modeling: Concepts, issues, and applications (1995), Sage, Thousand Oaks, CA 100-119
44. Kaplan A., and Maehr M.L. Achievement goals and student well-being. Contemporary Educational Psychology 24 (1999) 330-358
45. Kaplan A., and Maehr M.L. The contributions and prospects of goal orientation theory. Educational Psychology Review 19 (2007) 141-184
46. Klein H.J., Noe R.A., and Wang C. Motivation to learn and course outcomes: The impact of delivery mode, learning goal orientation, and perceived barriers and enablers. Personnel Psychology 59 (2006) 665-702
47. Kumar S., and Jagacinski C.M. Imposters have goals too: The imposter phenomenon and its relationship to achievement goal theory. Personality and Individual Differences 40 (2006) 147-157
48. Larson R., Hecker B., and Norem J. Students' experience with research projects: Pains, enjoyment and success. High School Journal 69 (1985) 61-69
49. Lee F.K., Sheldon K.M., and Turban D.B. Personality and the goal-striving process: The influence of achievement goal patterns, goal level, and mental focus on performance and enjoyment. Journal of Applied Psychology 88 (2003) 256-265
50. Linnenbrink E.A. The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology 97 (2005) 197-213
51. Linnenbrink E.A. The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation, and engagement. In: Schutz P.A., and Pekrun R. (Eds). Emotion in education (2007), Academic Press, San Diego, CA 107-124
52. Linnenbrink E.A., and Pintrich P.R. Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist 37 (2002) 69-78
53. Linnenbrink E.A., Ryan A.M., and Pintrich P.R. The role of goals and affect in working memory functioning. Learning and Individual Differences 11 (1999) 213-230
54. Linnenbrink-Garcia, L., Tyson, D. F., & Patall, E. A. (in press). When are achievement goal orientations beneficial for academic achievement? A closer look at main effects and moderating factors. International Journal of Social Psychology
55. Lopez D.F. Social cognitive influences on self-regulated learning: The impact of action-control beliefs and academic goals on achievement-related outcomes. Learning and Individual Differences 11 (1999) 301-319
56. MacKinnon D.P., Fairchild A.J., and Fritz M.S. Mediation analysis. Annual Review of Psychology 58 (2007) 593-614
57. MacKinnon D.P., Lockwood C.M., Hoffman J.M., West S.G., and Sheets V. A comparison of methods to test mediation and other intervening variable effects. Psychological Methods 7 (2002) 83-104
58. Maehr M.L., and Midgley C. Enhancing student motivation: A schoolwide approach. Educational Psychologist 26 (1991) 399-427
59. Malka A., and Covington M.V. Perceiving school performance as instrumental to future goal attainment: Effects on graded performance. Contemporary Educational Psychology 30 (2005) 60-80
60. McGregor H.A., and Elliot A.J. Achievement goals as predictors of achievement-relevant processes prior to task engagement. Journal of Personality and Social Psychology 94 (2002) 381-395
61. Meece J.L., Anderman E.M., and Anderman L.H. Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology 57 (2006) 487-503
62. Meece J.L., Blumenfeld P.C., and Hoyle R.H. Students' goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology 80 (1988) 514-523
63. Meece J.L., Wigfield A., and Eccles J.S. Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics. Journal of Educational Psychology 82 (1990) 60-70
64. Meinhardt J., and Pekrun R. Attentional resource allocation to emotional events: An ERP study. Cognition and Emotion 17 (2003) 477-500
65. Meyer D.K., Turner J.C., and Spencer C.A. Challenge in mathematics classrooms: Students' motivation and strategies in project-based learning. Elementary School Journal 97 (1997) 501-521
66. Middleton M.J., and Midgley C. Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology 89 (1997) 710-718
67. Midgley C., Kaplan A., and Middleton M. Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?. Journal of Educational Psychology 93 (2001) 77-86
68. Murayama, K., & Elliot, A. J. (in press). The joint influence of personal achievement goals and classroom goal structures on achievement-related outcomes. Journal of Educational Psychology
69. Nicholls J.G. Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review 91 (1984) 328-346
70. Nicholls J.G., Patashnick M., and Nolen S.B. Adolescents' theories of education. Journal of Educational Psychology 77 (1985) 683-692
71. Nolen S.B., and Haladyna T.M. Motivation and studying in high school science. Journal of Research in Science Education 27 (1990) 115-126
72. Olafson K.M., and Ferraro F.R. Effects of emotional state on lexical decision performance. Brain and Cognition 45 (2001) 15-20
73. Pajares F., and Cheong Y.F. Achievement goal orientations in writing: A developmental perspective. International Journal of Educational Research 39 (2004) 437-455
74. Pajares F., and Valiante G. Gender differences in writing motivation and achievement of middle school students: A function of gender orientation?. Contemporary Educational Psychology 26 (2001) 366-381
75. Paulhus D.L. Measurement and control of response bias. In: Robinson J.P., Shaver P., and Wrightsman L.S. (Eds). Measures of personality and social psychological attitudes (1991), Academic Press, San Diego, CA 17-59
76. Pekrun R. The expectancy-value theory of anxiety: Overview and implications. In: Forgays D.G., Sosnowski T., and Wrzesniewski K. (Eds). Anxiety: Recent developments in self-appraisal, psychophysiological and health research (1992), Hemisphere, Washington, DC 23-41
77. Pekrun R. Kognition und Emotion in studienbezogenen Lern- und Leistungssituationen: Explorative Analysen [Cognition and emotion in achievement settings: An exploratory analysis]. Unterrichtswissenschaft 20 (1992) 308-324
78. Pekrun R. The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review 18 (2006) 315-341
79. Pekrun R., Elliot A.J., and Maier M.A. Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology 98 (2006) 583-597
80. Pekrun R., Frenzel A., Goetz T., and Perry R.P. The control-value theory of achievement emotions: An integrative approach to emotions in education. In: Schutz P.A., and Pekrun R. (Eds). Emotion in education (2007), Academic Press, San Diego, CA 13-36
81. Pekrun R., Goetz T., and Perry R.P. Academic Emotions Questionnaire (AEQ). User's manual (2005) Department of Psychology, University of Munich
82. Pekrun R., Goetz T., Perry R.P., Kramer K., and Hochstadt M. Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ). Anxiety, Stress and Coping 17 (2004) 287-316
83. Pekrun R., Goetz T., Titz W., and Perry R.P. Academic emotions in students' self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist 37 (2002) 91-106
84. Pekrun R., Goetz T., Titz W., and Perry R.P. Positive emotions in education. In: Frydenberg E. (Ed). Beyond coping: Meeting goals, visions, and challenges (2002), Elsevier, Oxford, England 149-174
85. Pintrich P.R. Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology 92 (2000) 544-555
86. Porath C.L., and Bateman T.S. Self-regulation: From goal orientation to job performance. Journal of Applied Psychology 91 (2006) 185-192
87. Roeser R., Midgley C., and Urdan R. Perceptions of the school psychological climate and early adolescents' self-appraisals and academic engagement. Journal of Educational Psychology 88 (1996) 408-422
88. Rosenberg E.L. Levels of analysis and the organization of affect. Review of General Psychology 2 (1998) 247-270
89. Schaller M., and Cialdini R.B. Happiness, sadness, and helping: A motivational integration. In: Sorrentino R., and Higgins E.T. (Eds). Handbook of motivation and cognition: Foundations of social behavior 2 (1990), Guilford Press, New York 265-296
90. Scherer K.R. Emotions as episodes of subsystems synchronization driven by nonlinear appraisal processes. In: Granic I., and Lewis M.D. (Eds). Emotion, development, and self-organization: Dynamic systems approaches to emotional development (2000), Cambridge University Press, New York 70-99
91. Schutz P.A., and Davis H.A. Emotions and self-regulation during test-taking. Educational Psychologist 35 (2000) 243-256
92. Schutz P.A., and Pekrun R. Emotion in education (2007), Academic Press, San Diego, CA
93. Seifert T. Academic goals and emotions: A test of two models. Journal of Psychology 129 (1995) 543-552
94. Senko C., and Harackiewicz J.M. Regulation of achievement goals: The role of competence feedback. Journal of Educational Psychology 97 (2005) 320-336
95. Shih S.-S. Role of achievement goals in children's learning in Taiwan. Journal of Educational Research 98 (2005) 310-319
96. Shrout P.E., and Bolger N. Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods 7 (2002) 422-445
97. Sideridis G.D. On the origins of helpless behavior of students with learning disabilities: Avoidance motivation?. International Journal of Educational Research 39 (2003) 497-517
98. Sideridis G.D. Goal orientation, academic achievement, and depression: Evidence in favor of a revised goal theory framework. Journal of Educational Psychology 97 (2005) 366-375
99. Sideridis G.D. Performance approach-avoidance motivation and planned behavior theory: Model stability with Greek students with and without learning disabilities. Reading and Writing Quarterly 21 (2005) 331-359
100. Sideridis G.D. Why are students with learning disabilities depressed? A goal orientation model of depression vulnerability. Journal of Learning Disabilities 40 (2007) 526-539
101. Silver L.S., Dwyer S., and Alford B. Learning and performance goal orientation of salespeople revisited: The role of performance-approach and performance-avoidance orientations. Journal of Personal Selling and Sales Management 26 (2006) 27-38
102. Skaalvik E.M. Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology 89 (1997) 71-81
103. Spielberger C.D. Anxiety as an emotional state. In: Spielberger C.D. (Ed). Anxiety: Current trends in theory and research 1 (1972), Academic Press, New York 23-49
104. Spielberger C.D., and Vagg P.R. The treatment of test anxiety: A transactional process model. In: Schwarzer R., van der Ploeg H., and Spielberger C. (Eds). Advances in test anxiety research 5 (1987), Erlbaum, Hillsdale, NJ 179-186
105. Sullivan H.W., Worth K.A., Baldwin A.S., and Rothman A.J. The effect of approach and avoidance referents on academic outcomes: A test of competing predictions. Motivation and Emotion 30 (2006) 156-163
106. Tanaka A., Takehara T., and Yamauchi H. Achievement goals in a presentation task: Performance expectancy, achievement goals, state anxiety, and task performance. Learning and Individual Differences 16 (2006) 93-99
107. Tanaka A., and Yamauchi H. Causal models of achievement motive, goal orientation, intrinsic interest, and academic achievement in classroom. Shinrigaku Kenkyu: Japanese Journal of Psychology 71 (2000) 317-324
108. Tanaka A., and Yamauchi H. A model for achievement motives, goal orientations, intrinsic interest, and academic achievement. Psychological Reports 88 (2001) 123-135
109. Tellegen A., Watson D., and Clark L.A. On the dimensional and hierarchical structure of affect. Psychological Science 19 (1999) 297-309
110. Turner J.C., Thorpe P.K., and Meyer D.K. Students' reports of motivation and negative affect: A theoretical and empirical analysis. Journal of Educational Psychology 90 (1998) 758-771
111. Turner J.E., and Schallert D.L. Expectancy-value relationships of shame reactions and shame resiliency. Journal of Educational Psychology 93 (2001) 320-329
112. Tyson, D. F., Linnenbrink-Garcia, L., & Hill, N. E. (2008, March). Achievement goal orientations and emotional responses during standardized testing. Paper presented at the annual meeting of the American Educational Research Association, New York.
113. Urdan T. Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture. Journal of Educational Psychology 96 (2004) 251-264
114. Vansteenkiste M., Simons J., Lens W., Soenens B., Matos L., and Lacante M. Less is sometimes more: Goal content matters. Journal of Educational Psychology 96 (2004) 755-764
115. Watson D., and Clark L.A. Negative affectivity: The disposition to experience aversive emotional states. Psychologica1 Bulletin 96 (1984) 465-490
116. Weiner B. An attributional theory of achievement motivation and emotion. Psychological Review 92 (1985) 548-573
117. Weiner B. Examining emotional diversity in the classroom: An attribution theorist considers the moral emotions. In: Schutz P.A., and Pekrun R. (Eds). Emotion in education (2007), Academic Press, San Diego, CA 75-88
118. Wolters C.A. Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology 96 (2004) 236-250
119. Wolters C.A., Yu S.L., and Pintrich P.R. The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences 6 (1996) 211-238
120. Zeidner M. Test anxiety: The state of the art (1998), Plenum, New York
121. Zeidner M. Test anxiety in educational contexts: Concepts, findings, and future directions. In: Schutz P.A., and Pekrun R. (Eds). Emotion in education (2007), Academic Press, San Diego, CA 165-184
122. Zusho A., Pintrich P.R., and Cortina K.S. Motives, goals, and adaptive patterns of performance in Asian American and Anglo American students. Learning and Individual Differences 15 (2005) 141-158