A longitudinal analysis of achievement goals: from affective antecedents to emotional effects and achievement outcomes

• Autores: Lia M. Daniels, Robert H. Stupnisky, Reinhard Pekrun, Tara L. Haynes, Raymond P. Perry, Nancy E. Newall
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 101, Nº. 4, 2009, págs. 948-963
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 30 Citas
• Resumen

  • Affect and emotions are frequently seen as outcomes of mastery and performance goals, but affective experiences may also predict goal adoption. In a predictive study (N = 669 first-year college students), the authors used structural equation modeling to estimate relationships from 2 initial affective experiences to mastery and performance-approach goals, from goals to discrete emotions, and from discrete emotions to final grades in a university course while controlling for prior achievement. Representing initial affective experiences, hopefulness positively predicted mastery and performance goals, whereas helplessness negatively predicted mastery goals. Mastery goals positively predicted enjoyment, which in turn positively predicted achievement, and negatively predicted boredom, which in turn negatively predicted achievement. Anxiety was negatively predicted by mastery goals, positively predicted by performance goals, and exerted a negative predictive influence on achievement. The findings suggest that predictive relationships between goals and achievement are mediated by students' emotions. Results are discussed with regard to the importance of affect and emotions for achievement goal theory.