The aims of this work were (a) to investigate the psychometric properties of a first Italian version of a questionnaire measuring achievement goals as conceptualized by the 3 X 2 model (Elliott, Murayama, & Pekrun, 2011) and (b) to study the relationships between these goals and achievement emotions among university students. The participants were 350 Italian university students who completed a 48-item questionnaire measuring both goals and emotions in a setting characterized by learning exam-relevant material. Achievement goals referred to 6 goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance goals), while achievement emotions related to ten discrete emotions (enjoyment, pride, hope, relief, relaxation, anxiety, anger, shame, boredom, hopelessness). A confirmatory factor analysis showed the goodness of the 3 X 2 model, proving the existence of six factors relating to the six hypothesized goals. Correlations between these six factors and some achievement emotions could help to better understand the role of achievement goals. Enjoyment, pride, hope, relief, and relaxation correlated positively with task-approach and self-approach goals, while anger, shame, boredom, and hopelessness correlated positively with other-approach goals and negatively with task-approach and task-avoidance goals. Given the pervasiveness of both achievement goals and emotions in students’ daily life, our results could help to devise intervention programmes focusing on antecedents of achievement emotions, contributing to ameliorate not only students’ academic performance but also their subjective wellbeing.

The 3 X 2 achievement goal model for learning exam-relevant material: Links with emotions

RACCANELLO, Daniela;PASINI, Margherita
2013

Abstract

The aims of this work were (a) to investigate the psychometric properties of a first Italian version of a questionnaire measuring achievement goals as conceptualized by the 3 X 2 model (Elliott, Murayama, & Pekrun, 2011) and (b) to study the relationships between these goals and achievement emotions among university students. The participants were 350 Italian university students who completed a 48-item questionnaire measuring both goals and emotions in a setting characterized by learning exam-relevant material. Achievement goals referred to 6 goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance goals), while achievement emotions related to ten discrete emotions (enjoyment, pride, hope, relief, relaxation, anxiety, anger, shame, boredom, hopelessness). A confirmatory factor analysis showed the goodness of the 3 X 2 model, proving the existence of six factors relating to the six hypothesized goals. Correlations between these six factors and some achievement emotions could help to better understand the role of achievement goals. Enjoyment, pride, hope, relief, and relaxation correlated positively with task-approach and self-approach goals, while anger, shame, boredom, and hopelessness correlated positively with other-approach goals and negatively with task-approach and task-avoidance goals. Given the pervasiveness of both achievement goals and emotions in students’ daily life, our results could help to devise intervention programmes focusing on antecedents of achievement emotions, contributing to ameliorate not only students’ academic performance but also their subjective wellbeing.
Achievement goals; Achievement emotions; Students
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11562/612951
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