Achievement Goals and Emotions

Given the importance of motivation to schooling processes (Wigfield, Eccles, Schiefele, Roeser, & Davis-Kean, 2006), the goal of this chapter is to highlight how emotions relate to motivation in academic settings. We focus here on the relations between achievement goals and emotions and refer readers to other chapters within this volume for the consideration of emotions in relation to other motivational theories and constructs, such as interest and intrinsic motivation (Ainley & Hidi, 2014), attributions (Graham & Taylor, 2014), and implicit motives (Schultheiss & Köllner, 2014).