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Educ Psychol Rev (2011) 23:359388
DOI 10.1007/s10648-011-9155-x
ORIGINAL ARTICLE
Chiungjung Huang
Published online: 30 April 2011# Springer Science+Business Media, LLC 2011
Abstract This meta-analysis synthesized 93 independent samples (N=30,003) in 77 studies that reported in 78 articles examining correlations between achievement goals and achievement emotions. Achievement goals were meaningfully associated with different achievement emotions. The correlations of mastery and mastery approach goals with positive achievement emotions and those between performance avoidance goals and negative achievement emotions were large based on Cohens guidelines. The correlations of performance approach goals with positive and negative achievement emotions were comparable. The variation in the correlations between achievement goals and achievement emotions can be explained by achievement emotion indicators. The correlations of mastery goals with enjoyment and interest were larger than those with anxiety.
Keywords Achievement goal . Goal orientation . Achievement emotion . Meta-analysis
Achievement goals, which are competence-relevant aims that individuals strive for in achievement settings (Pekrun et al. 2009, p. 115), represent an intensively researched topic in the field of achievement motivation. Early achievement goal theorists categorized goals in terms of how competence was defined. The mastery, learning, task, or task-involvement goal was characterized by the development of a skill or mastery of a task (Ames 1992; Dweck and Leggett 1988; Nicholls 1984), where the performance, relative ability, or ego-involvement goal focused on ability or outperforming others. Elliot (1994) revised this dichotomous framework into a trichotomous framework in which mastery goals stress the achieving competence based on an absolute or intrapersonal standard, rather than a normative standard, performance approach goals that emphasize demonstrating competence relative to others, and performance avoidance goals that are focused on avoiding the demonstration of incompetence relative to others. Elliot and McGregor (2001) further split mastery goals into a 22 framework. Mastery approach goals emphasize individual
C. Huang (*)
Graduate Institute of Education, National Changhua University of Education, 1 Jinde Road, Changhua 50058, Taiwane-mail: [email protected]
Achievement Goals and Achievement Emotions: A Meta-analysis
360 Educ Psychol Rev (2011) 23:359388
progress in learning, understanding, and mastering new tasks and apply self-improvement as a standard of competence, whereas mastery avoidance goals are characterized by avoiding misunderstandings and failure to learn, with a performance decrement as a metric of incompetence.
Achievement goal theory (Elliot and Dweck 1988;...