This article discusses the research on the relations between achievement goals and develops a conceptual model based on a review of extant literature. The model distinguishes between moods and emotions and the relative roles of perceived classroom goal structures and personal goals. In this article, it is suggested that the relation between achievement goals and affect is asymmetrical and bidirectional. However, given differences in the conceptualization and measurement of affect, the empirical findings are somewhat inconsistent and difficult to interpret in some studies. Thus, there is a clear need for more research on the dynamics of achievement goals and affect in classroom settings.
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