engleski

Achievement goal orientations as predictors of discrete test emotions

Traditionally, student's emotions have been neglected by educational research as well as their antecedents. Previous research suggests that achievement goal orientations represent one promising set of individual antecedents of student's emotions. Pekrun and colleagues (Pekrun, 2000 ; Pekrun, Elliot & Maier, 2006 ; Elliot & Pekrun, 2007) proposed a model that links mastery, performance-approach and performance-avoidance goals to several discrete emotions commonly experienced by students. According to them, achievement goals facilitate the control and value appraisals underlying achievement emotions, and indirectly shape these emotions. The aim of this study was to examine relationships between learning, performance and work-avoidance goals and discrete emotions typically experienced by students in exam situations (joy, hope, pride, relief, anger, shame, anxiety, and hopelessness). The participants were 365 high school students in Croatia. They completed the self-report questionnaire during a regularly scheduled classroom. Student’s goal orientations were measured using the ''The Components of Self-Regulated Learning (CRSL) (Niemivirta, 1996), while student's exam related emotions were assessed using The Test Emotions Questionnaire (TEQ) (Pekrun, Goetz, Perry, Kramer, Hochstadt & Molfenter, 2004). The series of multiple regression analyses showed that learning and performance goal orientations were positive predictors of positive test emotions and negative predictors of negative exam related emotions. Finally, work-avoidant goal orientation was positive predictor of hopelessness and negative predictor of joy and hope.

achievement goal orientations; test emotions

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