Students' Achievement Goals, Learning-Related Emotions and Academic Achievement

Marko Lüftenegger (Korresp. Autor*in), Julia Klug, Katharina Harrer, Marie Langer, Christiane Spiel, Barbara Schober

Veröffentlichungen: Beitrag in FachzeitschriftArtikelPeer Reviewed

Abstract

In the present research, the recently proposed 3 x 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 x 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 x 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed.

OriginalspracheEnglisch
Aufsatznummer603
Seitenumfang10
FachzeitschriftFrontiers in Psychology
Jahrgang7
DOIs
PublikationsstatusVeröffentlicht - 2 Mai 2016

ÖFOS 2012

  • 501002 Angewandte Psychologie
  • 501016 Pädagogische Psychologie

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