Predicting Examination Performance Using an Expanded Integrated Hierarchical Model of Test Emotions and Achievement Goals

D. Putwain, C. Deveney

Research output: Contribution to journalArticle

Abstract

The aim of this study was to examine an expanded integrative hierarchical model of test emotions and achievement goal orientations in predicting the examination performance of undergraduate students. Achievement goals were theorised as mediating the relationship between test emotions and performance. 120 undergraduate students completed self-report measures of test emotions and achievement goals and performance data was collected from a research methods and analysis examination. A series of hierarchical regression analyses provided partial support for the expanded hierarchical model. A mastery goal mediated the pride--examination performance relationship, a performance-avoidance goal partially mediated the shame--examination performance relationship, and a performance-avoidance goal mediated the hopelessness--examination performance relationship. These findings have contributed to the understanding of the relationship between test emotions, motivation and achievement in a higher education context by showing how challenge and threat affect differ in their relations with approach and avoidance motivation in predicting achievement. (Contains 1 figure and 3 tables.)
Original languageEnglish
Pages (from-to)18-31
JournalPsychology Teaching Review
Volume15
Issue number1
Publication statusPublished - 2009

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