Achievement Goals and Emotions: The Mediational Roles of Perceived Progress, Control, and Value

Autor/inn/en	Hall, Nathan C.; Sampasivam, Lavanya; Muis, Krista R.; Ranellucci, John
Titel	Achievement Goals and Emotions: The Mediational Roles of Perceived Progress, Control, and Value
Quelle	In: British Journal of Educational Psychology, 86 (2016) 2, S.313-330 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12108
Schlagwörter	Academic Achievement; Goal Orientation; Psychological Patterns; Behavior Theories; Affective Behavior; Emotional Response; Educational Theories; Learning Processes; Relationship; Undergraduate Students; Higher Education; Questionnaires; Humanities; Social Sciences; STEM Education + Suchen Sie Ihr Suchwort? Schulleistung; Zielorientierung; Zielvorstellung; Affective disturbance; Active behaviour; Affektive Störung; Emotionales Verhalten; Educational theory; Theory of education; Bildungstheorie; Learning process; Lernprozess; Wechselbeziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fragebogen; Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; STEM
Abstract	Background: The link between achievement goals and achievement emotions is well established; however, research exploring potential mediators of this relationship is lacking. The control-value theory of achievement emotions (Pekrun, 2006, "Educational Psychology Review," 18, 315) posits that perceptions of control and value mediate the relationship between achievement goals and achievement emotions, whereas the bidirectional theory of affect (Linnenbrink & Pintrich, 2002, "Educational Psychologist," 37, 69) proposes that perceived progress mediates this relationship. Aims: The present study empirically evaluated three hypothesized mediators of the effects of achievement goals on learning-related emotions as proposed in the control-value theory and the bidirectional theory of affect. Sample: Undergraduate students (N = 273) from humanities, social science, and STEM disciplines participated. Methods: Participants completed web-based questionnaires evaluating academic achievement goals, perceptions of control, perceived task value, and achievement emotions. Results: Results provided empirical support primarily for perceived progress as a mediator of mastery-approach goal effects on positive emotions (enjoyment, hope), showing indirect effects of mastery- and performance-approach goals on outcome-related emotions (hope, anxiety) via perceived control. Indirect effects of mastery- and performance-approach goals were further observed on anxiety via perceived value, with higher value levels predicting greater anxiety. Conclusions: Study findings partially support Linnenbrink and Pintrich's (2002, "Educational Psychologist," 37, 69) bidirectional theory of affect while underscoring the potential for indirect effects of goals on emotions through perceived control as proposed by Pekrun (2006, "Educational Psychology Review," 18, 315). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01