Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach

Abstract Theories on the link between achievement goals and achievement emotions focus on their within-person functional relationship (i.e., intraindividual relations). However, empirical studies have failed to analyze these intraindividual relations and have instead examined between-person covariation of the two constructs (i.e., interindividual relations). Aiming to better connect theory and empirical research, the present study (N = 120 10th grade students) analyzed intraindividual relations by assessing students' state goals and emotions using experience sampling (N = 1409 assessments within persons). In order to replicate previous findings on interindividual relations, students' trait goals and emotions were assessed using self-report questionnaires. Despite being statistically independent, both types of relations were consistent with theoretical expectations, as shown by multi-level modeling: Mastery goals were positive predictors of enjoyment and negative predictors of boredom and anger; performance-approach goals were positive predictors of pride; and performance-avoidance goals were positive predictors of anxiety and shame. Reasons for the convergence of intra- and interindividual findings, directions for future research, and implications for educational practice are discussed.

[1]  H. Goldstein Multilevel Statistical Models , 2006 .

[2]  J. Harackiewicz,et al.  Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. , 1996 .

[3]  Markus A. Maier,et al.  Achievement goals and discrete achievement emotions : A theoretical model and prospective test , 2006 .

[4]  Thomas Goetz,et al.  Feeling and showing: A new conceptualization of dispositional teacher enthusiasm and its relation to students' interest , 2014 .

[5]  J. P. Wanous,et al.  Overall job satisfaction: how good are single-item measures? , 1997, The Journal of applied psychology.

[6]  R. Pekrun The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice , 2006 .

[7]  Reinhard Pekrun,et al.  Individual Differences in Achievement Goals: A Longitudinal Study of Cognitive, Emotional, and Achievement Outcomes. , 2008 .

[8]  M. Csíkszentmihályi,et al.  Experience Sampling Method: Measuring the Quality of Everyday Life , 2006 .

[9]  Dennis M. McInerney,et al.  How you think about your intelligence determines how you feel in school: The role of theories of intelligence on academic emotions , 2012 .

[10]  Shu-shen Shih,et al.  The Relation of Self-Determination and Achievement Goals to Taiwanese Eighth Graders' Behavioral and Emotional Engagement in Schoolwork , 2008, The Elementary School Journal.

[11]  G. Sideridis The regulation of affect, anxiety, and stressful arousal from adopting mastery‐avoidance goal orientations , 2008 .

[12]  Kou Murayama,et al.  Potential-based achievement goals. , 2015, The British journal of educational psychology.

[13]  W. Fleeson Toward a structure- and process-integrated view of personality: traits as density distribution of states. , 2001, Journal of personality and social psychology.

[14]  Reinhard Pekrun,et al.  The power of anticipated feedback: Effects on students' achievement goals and achievement emotions , 2014 .

[15]  Peter C. M. Molenaar,et al.  The New Person-Specific Paradigm in Psychology , 2009 .

[16]  T. Goetz,et al.  Coping with boredom in school: An experience sampling perspective , 2011 .

[17]  Elizabeth A. Linnenbrink,et al.  Achievement Goal Theory and Affect: An Asymmetrical Bidirectional Model , 2002 .

[18]  D. Putwain,et al.  Achievement goals as mediators of the relationship between competence beliefs and test anxiety. , 2012, The British journal of educational psychology.

[19]  M. Csíkszentmihályi,et al.  Validity and Reliability of the Experience‐Sampling Method , 1987, The Journal of nervous and mental disease.

[20]  Chiungjung Huang Achievement Goals and Achievement Emotions: A Meta-analysis , 2011 .

[21]  Reinhard Pekrun,et al.  A 3 × 2 achievement goal model , 2011 .

[22]  George D. Bishop,et al.  Emotion and appraisal: A study using ecological momentary assessment , 2007 .

[23]  D. Conroy,et al.  Achievement motivation and intraindividual affective variability during competence pursuits: A round of golf as a multilevel data structure , 2009 .

[24]  A. Elliot,et al.  A 2 X 2 achievement goal framework. , 2001, Journal of personality and social psychology.

[25]  T. Goetz,et al.  Do Girls Really Experience More Anxiety in Mathematics? , 2013, Psychological science.

[26]  Romain Martin,et al.  “My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures , 2014 .

[27]  S. Duchesne,et al.  Parental behaviors and adolescents' achievement goals at the beginning of middle school: Emotional problems as potential mediators. , 2010 .

[28]  P. Molenaar A Manifesto on Psychology as Idiographic Science: Bringing the Person Back Into Scientific Psychology, This Time Forever , 2004 .

[29]  Ulrich Trautwein,et al.  Reliability and agreement of student ratings of the classroom environment: A reanalysis of TIMSS data , 2007 .

[30]  Shu-shen Shih Role of Achievement Goals in Children's Learning in Taiwan , 2005 .

[31]  Brillat-Savarin,et al.  M.F.K. Fisher's translation of The physiology of taste, or, Meditations on transcendental gastronomy , 1948 .

[32]  I. Krejtz,et al.  Counting One’s Blessings Can Reduce the Impact of Daily Stress , 2016 .

[33]  Ellen A. Skinner,et al.  Perceived control, effort, and academic performance: Interindividual, intraindividual, and multivariate time-series analyses. , 1993 .

[34]  K. Möhring The fixed effects approach as alternative to multilevel models for cross-national analyses , 2012 .

[35]  Reinhard Pekrun,et al.  International handbook of emotions in education. , 2014 .

[36]  Ulman Lindenberger,et al.  Toward a Unified Framework for the Study of Between-Person and Within-Person Structures: Building a Bridge Between Two Research Paradigms , 2014, Multivariate behavioral research.

[37]  Anne C. Frenzel,et al.  Between- and within-domain relations of students' academic emotions. , 2007 .

[38]  W. S. Robinson Ecological correlations and the behavior of individuals. , 1950, International journal of epidemiology.

[39]  Markus A. Maier,et al.  Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance. , 2009 .

[40]  Anne C. Frenzel,et al.  Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics , 2007 .

[41]  Scott B. MacKenzie,et al.  Common method biases in behavioral research: a critical review of the literature and recommended remedies. , 2003, The Journal of applied psychology.

[42]  Mimi Bong,et al.  Age-Related Differences in Achievement Goal Differentiation. , 2009 .

[43]  D. Conroy,et al.  Experimentally manipulated achievement goal state fluctuations regulate self-conscious emotional responses to feedback. , 2013 .

[44]  Andrew J. Martin,et al.  Academic self-concept and academic achievement: relations and causal ordering. , 2011, The British journal of educational psychology.

[45]  Patrick Gallagher,et al.  The implications of Big Five standing for the distribution of trait manifestation in behavior: fifteen experience-sampling studies and a meta-analysis. , 2009, Journal of personality and social psychology.

[46]  Francis L. Huang Alternatives to Multilevel Modeling for the Analysis of Clustered Data , 2016 .

[47]  Reinhard Pekrun,et al.  A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. , 2009 .