Control and Value Appraisals Mediate Relationships Between Achievement Goals and Achievement Emotions

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Abstract

Despite the salience of achievement emotions in educational theory and research, critical assumptions regarding the antecedents of emotion remain untested. The current study combines perspectives of achievement goal theory (Elliot et al., 2011) and control-value theory (CVT; Pekrun, 2006), to test CVT’s assumption that cognitive appraisals of control and value mediate the effects of achievement goals on emotions. Structural models based on a large sample of introductory psychology students (N = 3628) provide support for CVT. Together, control and value appraisals were strong predictors of a range of discrete emotions (enjoyment, boredom, hope, pride, shame, helplessness), and mediated relationships between goals and emotions. We found strong evidence indicating that mastery goals promote positive emotions indirectly through appraisals of intrinsic value.

Authors

• Robert Paul Dryden, University of Manitoba

• Raymond P. Perry, University of Manitoba

• Jeremy M. Hamm, North Dakota State University

• Patti C. Parker, University of Alberta

• Judith Chipperfield, University of Manitoba

• Masha Krylova, University of Manitoba

• Aidan Campbell, University of Manitoba