The relationship of work avoidance and learning goals to perceived competence, externality and meaning.
BACKGROUND
Motivational researchers have suggested that work avoidance may be an academic goal in which students seek to minimise the amount of work they do in school. Additionally, research has also suggested that emotions may be catalysts for goals.


OBJECTIVE
This study examined the relationship between emotions and learning or work avoidance goals. Do emotions explain goals?


METHODS
The participants were 512 senior high school students in Eastern Canada.


METHODS
Students completed a survey assessing motivation related constructs. A structural equation model was postulated in which students' affect predicted learning goals and work avoidant goals. A cluster analysis of affect scores was performed followed by between-group and within-group contrasts of goal scores.


RESULTS
The structural equation model suggested that a sense of competence and control were predictive of a learning goal while lack of meaning was related to work avoidance. The cluster analysis showed that confidence and control were associated with a learning goal but that a sense of inadequacy, lack of control or lack of meaning could give rise to work avoidance.


CONCLUSIONS
Emotions seem to be directly linked to goals. Teachers who foster feelings of self-assuredness will be helping students develop learning goals. Students who feel less competent, bored or have little control will adopt work avoidant goals.
Seifert
T L
TL
Faculty of Education, Memorial University of Newfoundland, St John's, Newfoundland, Canada, A1B 3X8.
O'Keefe
B A
BA
D000293:Adolescent; D000339:Affect; D005260:Female; D006040:Goals; D006801:Humans; D007858:Learning; D008297:Male; D016743:Mental Competency / Q000523:psychology*; D009042:Motivation; D020377:Self Efficacy; D011795:Surveys and Questionnaires; D014937:Work