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ERIC Number: EJ860903
Record Type: Journal
Publication Date: 2009-Nov
Pages: 16
Abstractor: As Provided
Reference Count: 115
ISSN: ISSN-0022-0663
A Longitudinal Analysis of Achievement Goals: From Affective Antecedents to Emotional Effects and Achievement Outcomes
Daniels, Lia M.; Stupnisky, Robert H.; Pekrun, Reinhard; Haynes, Tara L.; Perry, Raymond P.; Newall, Nancy E.
Journal of Educational Psychology, v101 n4 p948-963 Nov 2009
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. (Contains 3 figures, 2 tables and 4 footnotes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A