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Explaining Discrepant Findings for Performance-approach Goals: the Role of Emotion Regulation During Test-taking
Abstract
The study of achievement goals has begun to examine the underlying mechanisms that
link goal orientations in order to develop a more accurate model that explains achievement
outcomes. Currently, performance-approach goal orientations are inconsistently linked
to affective, cognitive, and behavioral outcomes. Little research has considered
the underlying mechanisms that sustain performance-approach goal orientations, particularly
for early adolescents. This study explores the ways in which adolescents modify or
regulate the emotional experiences that can interfere with or enhance the attainment
of performance-approach goals and achievement. As such, this dissertation examined
the role of emotion regulation as a critical process in the pursuit of performance-approach
goal orientations that explains how individuals can modify their emotional experiences
in order to achieve in a middle school sample (N=328). Students completed self-report
measures of their goal orientations and other background variables. After taking
a unit math exam, students reported on the emotions that they experienced during the
exam. Structural equation modeling was used to examine associations among student
goals, emotional experiences, strategies for regulating emotions, and math achievement.
Results demonstrated evidence that emotion regulation strategies moderated the relation
between performance-approach goals and achievement on a math test. The study found
partial support for the PARE model, indicating that performance-approach goals are
associated with achievement outcomes when students experience debilitating emotions
and utilize emotion regulation strategies.
Type
DissertationDepartment
PsychologySubject
Psychology, DevelopmentalEducation, Social Sciences
Psychology, Developmental
achievement goal
emotions
emotion regulation
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https://hdl.handle.net/10161/622Citation
Tyson, Diana Frances (2008). Explaining Discrepant Findings for Performance-approach Goals: the Role of Emotion
Regulation During Test-taking. Dissertation, Duke University. Retrieved from https://hdl.handle.net/10161/622.Collections
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