title: Achievement motives and emotional processes in children during problem-solving: Two experimental studies of their relation to performance in different achievement goal conditions.
abstract: In two studies, the influence of key emotional and motivational factors on performance in different achievement goal-type situations is examined. In study 1, based on 314 sixth-graders, two types of goal situations were induced; performance and mastery. The goals were examined with respect to important antecedents (e.g., motive dispositions) and several consequences (e.g., performance, satisfaction, pleasant affect, worry, and emotionality). The results showed that the motive to achieve success (M(s)) produced positive affects, satisfaction, and increased performance, whereas the motive to avoid failure (M(f)) produced worries and performance reduction. In study 2, based on 331 sixth-graders, three types of goal situations were induced; performance-approach, performance-avoidance, and mastery goals. The findings revealed that the most important single factors positively related to performance were M(s) and mastery-goal situation. In addition, high M(s) pupils performed better under mastery condition than under performance condition. Finally, avoidance-goal situation accentuate the negative effects of high M(f) on performance.
authors.forename: Gunnar
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authors.lastname: Bjørnebekk
authors.forename: Torgrim
authors.initials: T
authors.lastname: Gjesme
authors.forename: Robin
authors.initials: R
authors.lastname: Ulriksen
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