engleski

Effects of personal and contextual achievement goals on academic emotions and achievement

The aim of this study was to examine the effects of a quasi-experimental contextual achievement goals (mastery, performance-approach, combined mastery/performance-approach) and personal achievement goals (work avoidance, performance/work avoidance, unmotivated and mastery cluster) on academic emotions and achievement in learning from expository text. Participants were 232 high school students. The study was performed in real classroom contexts with each class randomly assigned to one of the experimental goal condition or control condition. Goal manipulation included the induction of a goal structure of the expository text learning task by the verbal instruction. Beside the text learning task the study included assessment of a self-report personal achievement goals and learning-related emotions measures as well as the immediate and delayed assessment of the students achievement in text learning task. The obtained results suggest that both personal and contextual achievement goals exert important but also different effects on students learning outcomes. Personal achievement goals showed significant effects on students learning-related emotions but not on their achievement. The most adaptive pattern was observed for the mastery cluster showing positive emotional profile. Contextual achievement goals exert significant effects mainly on students achievement in learning from expository text supporting empirical evidence on the beneficial effects of performance-approach and multiple classroom goal structures on students achievement. These findings suggest that there is a need for separation of findings regarding contextual and personal achievement goals as well as a need for being cautious in making applications of the findings from personal achievement goals to classroom or school context.

Personal achievement goals; Contextual achievement goals; Academic emotions; Academic achievement

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