Achievement Goals and Achievement Emotions: A Meta-analysis

By Chiungjung Huang. 2011

333 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/16f94aad67255492057fcd6e416eb4504f24ad57

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

International handbook of emotions in education. (2014, background): “Meta-analytical evidence suggests that higher scores in test anxiety are associated with an adoption of performance goals—in particular, performance avoidance goals (Huang, 2011).”
Performance-Approach Goal Effects Depend on How They Are Defined: Meta-Analytic Evidence From Multiple Educational Outcomes (2017, methodology): “Finally, it is useful to compare the overall effect sizes with those from previous meta-analyses, each of which included unpublished studies and thus should be relatively free of the bias (Baranik et al., 2010; Cellar et al., 2011; Huang, 2011a; Payne et al., 2007).”
The Influence of Motivational Regulation Strategies on Online Students’ Behavioral, Emotional, and Cognitive Engagement (2018, background): “Previous metaanalysis study (Huang, 2011) on achievement goals and academic emotions have shown a significant positive correlation, 0.20, between academic emotions and mastery approach goals.”
Motivating creativity: The effects of sequential and simultaneous learning and performance achievement goals on product novelty and usefulness (2015, background): “They are intrinsically motivated (Rawsthorne & Elliot, 1999) and predisposed towards positive affect (Huang, 2011), each of which broaden attention span and encourage exploration of new domains (De Dreu, Baas, & Nijstad, 2008; Fredrickson, 2001).”
The power of anticipated feedback: Effects on students' achievement goals and achievement emotions (2014, background): “There is preliminary evidence suggesting that achievement goals influence students’ emotions (Huang, 2011).”
Transformational and Transactional Leadership and Followers’ Achievement Goals (2013, background): “For example, relative to performance goals, mastery goals are more likely to elicit positive affect, task enjoyment, and intrinsic motivation (Dweck 1999; Elliot 2005; Harackiewicz et al. 2002; Huang 2011; Van Yperen and Orehek 2013).”
Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals. (2014, background): “We made no specific predictions regarding mastery-avoidance goals, because empirical evidence for emotional experience in conjunction with such goals is lacking (see Huang, 2011) and inconsistent (Baranik, Stanley, Bynum, & Lance, 2010).”
Achievement Goals, Reasons for Goal Pursuit, and Achievement Goal Complexes as Predictors of Beneficial Outcomes: Is the Influence of Goals Reducible to Reasons? (2017, positive): “Autonomous reasons may enhance mastery goal persistence and attainment via challenge appraisals (Ntoumanis et al., 2014), and mastery goals may help maintain a focus on the positive value of the task and facilitate interest-based engagement (Huang, 2011; Senko & Miles, 2008).”
University Instructors’ Achievement Goals for Teaching (2019, background): “In a metaanalysis, Huang (2011) presented evidence that mastery approach goals are strongly related to positive emotions, whereas performance approach goals are moderately related to positive emotions, and performance avoidance goals are negatively related.”
Predictors and outcomes of situational interest during a science learning task (2013, background): “, aim to demonstrate one’s competence to others) and interest (Harackiewicz et al. 2002; Huang 2011), and either null or negative associations for performanceavoidance goals (i.”