「自豪」與「羞愧」：四向度成就目標與學業結果情緒之交互效果考驗

Pride and Shame: Examining the Reciprocal Casual Relationship Between the 2 × 2 Achievement Goals and Academic Outcome Emotions

本研究基於2 × 2成就目標理論，聚焦於學業結果情緒，建構成就目標與自豪／羞愧交叉延宕模式（Cross-Lagged Panel Modeling, CLPM），以檢驗兩者的交互效果。本研究以臺灣國中七年級學生為對象，採用三波縱貫性設計（N = 792），透過交叉延宕分析探討四向度成就目標與兩種學業結果情緒的交互效果。結果顯示，不同成就目標與學業結果情緒的交互效果存在時間變化性。首先，趨向精熟目標與自豪的關係，從單向影響逐漸發展為雙向影響，顯示自豪不僅是趨向精熟目標的結果，亦能回饋強化學習者的趨向精熟目標。其次，逃避目標與羞愧呈現穩定的交互效果，兩者互相強化。學習者的逃避目標愈高，羞愧感愈強，而羞愧感亦增強學習者的逃避目標。第三，逃避表現目標與自豪逐漸呈現不對稱的交互效果，即逃避表現目標會降低自豪，但自豪卻可能強化學習者的逃避表現目標。相較之下，逃避表現目標與羞愧之間則逐漸形成交互效果，兩者互相強化。整體而言，本研究支持成就目標與學業結果情緒之間的雙向關係，顯示自豪與羞愧不僅是成就目標的結果，亦能回饋影響後續成就目標的形成。本研究結果為學習動機與情緒互動歷程提供實證支持，並對未來研究與教育實踐具有啟示。

Research Motivation

Academic emotions are integral to students’ motivation, engagement, and academic outcomes (Pekrun, 2006). Among these, pride and shame– self-conscious emotions linked to achievement outcomes– are particularly salient yet underexplored. According to Control-Value Theory (CVT) (Pekrun, 2006; Pekrun & Perry, 2014), students’ emotional experiences in learning are shaped by their appraisals of control and value. Achievement goals, as distal motivational beliefs, influence these appraisals and thereby indirectly affect emotions (Pekrun et al., 2002). Importantly, CVT also posits that emotions reciprocally influence motivational beliefs over time, forming dynamic feedback loops (Pekrun et al., 2006). However, empirical evidence testing these bidirectional processes remains scarce– especially among early adolescents and in non-Western educational contexts. To address these gaps, this study examines the longitudinal, reciprocal associations between four achievement goals and two key outcome emotions– pride and shame– among Taiwanese junior high school students.

Literature Review

1. Academic Outcome Emotions: Pride and Shame

Pride and shame play central roles in learning. Pride is a positive, activating emotion that arises when success is attributed to internal, controllable causes and is personally valued. In contrast, shame is a negative, activating emotion triggered by perceived failure and low controllability– even when failure is attributed to a lack of effort (Pekrun et al., 2023). Empirical research links pride to increased motivation, self-regulation, and academic achievement, whereas shame predicts maladaptive outcomes such as avoidance, helplessness, and disengagement (Butz et al., 2016; McGregor & Elliot, 2005).

2. Four-dimensional Achievement Goals

Achievement goals– the reasons students engage in academic tasks– are key motivational constructs. The 2×2 framework of achievement goals (Elliot & McGregor, 2001) classifies goals along two dimensions: the definition of competence (mastery vs. performance) and motivational valence (approach vs. avoidance). This yields four goal types: mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance. A meta-analysis by Huang (2012) demonstrated this framework’s superior predictive power for academic outcomes. Subsequent studies have used it to examine relationships between achievement goals and emotional, cognitive, and behavioral outcomes across cultural and developmental contexts (Demirbag & Bahcivan, 2022; Peng, 2019; Putwain, Larkin et al., 2013; Putwain, Sander et al., 2013).

3. Linking Achievement Goals with Emotions

Within CVT, achievement goals shape students’ emotional experiences by guiding control-value appraisals. Performance goals, emphasizing normative evaluation, often evoke pride or shame. Mastery goals, typically tied to learning-focused emotions, can also trigger pride or shame depending on students’ internal standards and outcome interpretations (Putwain, Larkin et al., 2013). Prior studies suggest that performance-approach goals are positively linked to pride, while avoidance goals– both mastery-avoidance and performance-avoidance– are associated with shame, especially under low perceived control (Goetz et al., 2016; Pekrun et al., 2009). Yet few studies have tested whether these emotions reciprocally influence future motivational orientations.

4. The Present Study

Building on this foundation, the present study examined the reciprocal, longitudinal relations between four achievement goals and the outcome emotions of pride and shame among Taiwanese seventh-grade students. Mathematics was chosen as the target domain due to its emotional salience and academic importance in East Asian contexts (Gladstone et al., 2018; OECD, 2016). Gender and prior academic achievement were included as control variables due to their known associations with goal endorsement and emotional responses (Pekrun et al., 2009; Watt, 2006).

Method

This study adopted a three-wave longitudinal design to examine the reciprocal relations between achievement goals and academic emotions among Taiwanese junior high school students. A regionally stratified convenience sampling approach was used to recruit 835 Grade 7 students from 17 schools across northern, central, and southern Taiwan. After removing inattentive or incomplete responses, a final sample of 792 students (354 boys, 438 girls) completed all three waves of data collection over one academic year, with approximately six-month intervals.

Two cross-lagged panel models (CLPMs) were estimated using structural equation modeling (SEM) with LISREL 8.50 and maximum likelihood estimation. Each model included four types of achievement goals (mastery-approach, mastery-avoidance, performance-approach, performance-　avoidance) and two academic emotions (pride and shame). Gender and prior math achievement– indexed by three midterm exam scores from the second semester and standardized within classrooms– served as control variables. All measures were administered in validated, abbreviated formats with demonstrated internal consistency across waves (Cronbach’s α = .79-.92). To account for clustering effects due to nested data, all variables were standardized at the classroom level prior to model estimation.

Results and Discussion

The results revealed evolving reciprocal relations between achievement goals and academic emotions. Mastery-approach goals initially predicted increases in pride, but this relation became reciprocal over time, indicating that pride not only stems from adaptive goal pursuit but also reinforces subsequent mastery-approach motivation. In contrast, mastery-avoidance and performance-avoidance goals showed stable mutual reinforcement with shame– students who adopted avoidance goals felt greater shame, which in turn intensified avoidance motivation. This pattern reflects a maladaptive cycle of emotional vulnerability and motivational withdrawal.

Moreover, performance-avoidance goals were found to suppress pride over time; paradoxically, pride later predicted greater endorsement of performance-avoidance goals. This asymmetrical relation suggests that even positive emotions, when experienced under high-stakes evaluative pressure, can feed self-protective motivational tendencies. Additionally, the initially one-way association between performance-avoidance and shame evolved into a reciprocal loop, indicating that emotional distress may gradually shape motivational orientations.

Conclusions

These findings offer robust empirical support for the CVT model, highlighting the dynamic, bidirectional nature of motivation-emotion processes. They underscore the importance of early interventions that reduce avoidance goals and foster adaptive emotional regulation– especially in high-pressure academic contexts like mathematics. Cultivating pride through mastery-oriented goals and equipping students to manage shame in the face of difficulty may help break maladaptive cycles and promote more resilient, engaged learning trajectories.