Regulating Debilitating Emotions in the Context of Performance Achievement Goal Orientations, Achievement-Elicited Emotions, and Socialization Contexts

• Published in: Human development Vol. 52; no. 6; pp. 329 - 356
• Main Authors: Tyson, Diana F., Linnenbrink-Garcia, Lisa, Hill, Nancy E.
• Format: Journal Article
• Language: English
• Published: Basel, Switzerland S. Karger AG 01.01.2009; S; Karger
• Subjects: Academic Achievement; Achievement Need; Adolescent; Behavioural psychology; Biological and medical sciences; Child; Child development; Developmental psychology; Emotional Problems; Emotional Response; Emotions; Fundamental and applied biological sciences. Psychology; Goal Orientation; Goal setting; Original Paper; Psychology; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Regulation; Self Management; Social Environment; Socialization; Achievement contexts; Emotion regulation; Achievement goal orientations; Social environment; Human; Context; Affect affectivity; Goal pursuit; Emotion emotionality; School environment; Social development; Adolescent; Family environment; Self regulation; Achievement; Performance; Child; Socialization
• ISSN: 0018-716X; 1423-0054
• DOI: 10.1159/000242348

A theoretical framework that incorporates emotional responses and emotion regulation into achievement goal theory is proposed as an alternative view to understanding the inconsistent pattern of findings linking achievement goal orientations to academic outcomes. In this critical review and synthesis, the relation of achievement goal orientations to debilitating emotional responses, as well as the use of emotion regulation strategies to alter debilitating emotions, is examined. Although mastery, performance- approach, and performance-avoidance goal orientations are considered, the regulation of debilitating emotions is proposed as especially critical for understanding how performance-approach goal orientations relate to academic-related processes and achievement. Finally, this framework is broadened to incorporate research on how the social context and intraindividual factors shape the resultant pattern of achievement goal orientations, emotional responses, and emotion regulation.