The Role of Achievement Goals in Prediction of Achievement Emotions: Validation of Pekrun’s Theory

Subject Areas : روان‌شناسی تحولی

Maryam Bordbar ¹ (PhD Candidate of Shiraz University)
Farideh Yousefi ² (Shiraz University)

Received: 2014-08-20 Accepted : 2014-10-11 Published : 2015-09-23

Keywords: achievement goals, university students, positive achievement emotions, negative achievement emotions,

Abstract :

The aim of the study was to investigate the role achievement goals play in positive and negative achievement emotions among university students. One hundred and sixty one students were selected (95 females, 66 males) from Shiraz University using the multi-stage cluster random sampling. The participants completed the Aachievement Goals Questionnaire (Elliot & McGregor, 2001) and the Achievement emotions Questionnaire (Pekrun, Goetz, Titz & Perry, 2002). The results of multiple regression analysis indicated that mastery/approach goal positively and significantly predicted enjoyment, hope and pride, and negatively and significantly predicted boredom, anxiety and shame. Mastery/avoidance goal was positive and significant predictor of shame, and performance/avoidance goal was positive and significant predictor of shame, anxiety and boredom. The findings suggested that achievement goals play effective role in students’ emotional experiences across achievement settings.  

References:

ابراهیمی، س.، پاکدامن، ش. و سپهری، ص. (1390). روابط بین هدف‎های پیشرفت، جو کلاس، توانایی و سودمندی ادراک شده. فصلنامه روان‌شناسی تحولی: روان شناسان ایرانی، 29، 44-35.

ربانی، ز. و یوسفی، ف. (1391). بررسی نقش واسطه‌گری جهت‌گیری هدف در رابطه خودکارآمدی و ارزش تکلیف با انواع راهبردهای شناختی. مجله مطالعات آموزش و یادگیری، 63، 80-49.

سپهری، ص. (1385).تأثیر رشته‎های تحصیلی بر هدف‎های پیشرفت با تأکید بر باورهای شناخت‎شناسی. پایان‎نامه کارشناسی ارشد، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز.

کدیور، پ.، فرزاد، و.، کاوسیان، ج. و نیکدل، ف. (1388). رواسازی پرسشنامه هیجان‎های تحصیلی پکران. فصلنامه نوآوری‌های آموزشی، 32، 38-7.

Archer, J. (1994). Achievement goals as a measure of motivation in University students. Contemporary Educational Psychology, 19, 430-446.

Barron, K. E., & Harackiewicz, J. M. (2001). Achie-vement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706-722.

Bipp, T., Steinmayr, R., & Spinath, B. (2008). Per-sonality and achievement motivation: Rela-tionship among Big Five domain and facet scales, achievement goals, and intelligence. Personality and Individual Differences, 44, 1454-1464.

Bodmann, S. (2009). Achievement goal systems: Impli-cations for research and educational policy. Unpublished PhD dissertation, University of Wisconsin.

Chen, G., Gully, S. M., Whiteman, J., & Kilcullen, R. N. (2000). Examination of relationships among trait like individual differences, state-like individual differences and learning performance. Journal of Applied Psychology, 85, 835-847.

Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584-608.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

Deemer, E. D., Martens, M. P., & Podchaski, E. J. (2007). Counseling psychology students’ interest in research: Examining the contribution of achieve-ment goals. Training and Education in Professional Psychology, 1, 193-203.

Dykman, B. M. (1998). Integrating cognitive and motivational factors indepression: Initial tests of a goal-orientation approach. Journal of Personality and Social Psychology, 74, 139-158.

Elliot, A. J. (2006). The hierarchical model of approach-avoidance motivation. Motivation and Emotion, 30, 111-116.

Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Perso-nality and Social Psychology, 80, 501-519.

Elliot, A. J., & Murayama, K. (2008). On the measure-ment of achievement goals: Critique, illustration, and application. Journal of Educational Psycho-logy, 100, 613-628.

Goatz, T., Pekrun, R., Hall, N. C., & Hagg, L. (2006). Academic emotions from a social-cognitive perspective: Antecedent and domain specificity of students’ affect in the context of Latin instruction. British Journal of Educational Psychology, 76, 289-308.

Gutman, L. M. (2006). How student and parent goal orientations and classroom goal structures influence the math achievement of African-Americans during the high school transition. Contemporary Educa-tional Psychology, 31, 44-63.

Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illu-minating. Journal of Educational Psychology, 94, 638-645.

Huang, C. (2011). Achievement goals and achievement emotions: A meta-analysis. Educational Psycho-logy Review, 23, 359-388.

Jang, L. Y., & Liu, W. C. (2012). A 2×2 achievement goals and achievement emotions: A cluster analysis of students’ motivation. Journal of Psychology and Education, 27, 59-76.

Lehmann, R. L. (2002). Enhancing the valuing of and commitment to effortful achievement: An achie-vement goal approach. Paper presented in AERA annual meeting.

Meyer, D. K., & Turner, J. C. (2002). Discovering emotion in classroom motivation research. Edu-cational Psychologist, 37, 107-114.

Pekrun, R., Cusack, A., Murayama, K., Elliot, A. Thomas, K. (2014). The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions. Learning and Instru-ction, 29, 115-124.

Pekrun, R. (2006). The Control-Value Theory of achie-vement emotions: Assumptions, corollaries, and im-plication for educational research and practice. Educational Psychology Review, 18, 315-341.

Pekrun, R. (2008). Individual differences in achie-vement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contem-porary Educational Psychology, 33, 584-608.

Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emo-tions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583-597.

Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing amodel of their joint relations with aca-demic performance. Journal of Educational Psy-chology, 101, 115-135.

Pekrun, R., & Frese, M. (1992). Emotions in work and achievement. In C. Cooper & I. Robertson (Eds.), International review of industrial and organi-zational psychology. Chichester, England: Wiley.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in student's self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37, 91-105.

Pintrich P. R., AnneMarie M. C., & Kempler, M. (2003). Current issues in achievement goal theory and research. International Journal of Educational Research, 39, 319-337.

Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Merrill.

Putwain, D. W., Sander, P., & Larkin, D. (2013a). Using the 2×2 framework of achievement goals to predict achievement emotions and academic performance. Learning and Individual Differences, 25, 80-84.

Putwain, D. W., Larkin, D., & Sander, P. (2013 b). A reciprocal model of achievement goals and learning related emotions in the first year of undergraduate study. Contemporary Educational Psychology, 38, 361-374.

Ryan, A. M., Patrick, H., & Shim, S. (2005).Differential profiles of students identified by their teacher as having avoidant, appropriate, or dependent help-seeking tendencies in the classroom. Journal of Educational Psychology, 97, 275-285.

Schutz, P. A., & Lanehart, S. L. (2002). Introduction: Emotions in education. Educational Psychologist, 37, 67-68.

Schutz, P., & Pekrun, R. (2007). Emotion in education. San Diego: Elsevier Academic.

Sheldon, K. M., & Elliot, A. J. (1999). Goal striving, need satisfaction and longitudinal well-being: The self-concordance model. Journal of Personality and Social Psychology,76, 482-497.

Shih, S. (2008). The relation of self-determination and achievement goals to Taiwanese eighth graders’ behavioral and emotional engagement in school-work. Elementary School Journal, 108, 313-334.

Sideridis, G. D. (2005). Goal orientation, academic achievement, and depression: Evidence in favor of a revised goal theory framework. Journal of Educational Psychology, 97, 366-375.

Sins, P. H. M., Joolingen, W. R. V., Savelsbergh, E. R., & Hout-Wolters, B. (2008). Motivation and perfor-mance within a collaborative computer-based mode-ling task: Relations between students' achievement
goal orientation, self-efficacy, cognitive processing, and achievement. Contemporary Educational Psy-chology, 33, 58