The present study evaluates the relations between achievement goals, emotions, learning strategies, and performance as informed by Pekrun’s control-value theory of emotions. Undergraduates from various disciplines (N = 203) completed domain-general, self-report measures in the fall and winter semesters with sessional GPAs evaluated over a 2-year period. Results from cross-lagged and latent growth structural equation models illustrate the benefits of mastery-approach goals for students’ emotions, with performance-approach goals predicting less critical thinking, and performance-avoidance goals predicting more anxiety, boredom, critical thinking, and lower achievement gains. Whereas enjoyment was beneficial for most learning strategies, boredom predicted poorer time management, and anxiety predicted lower self-monitoring and overall GPA. Learning strategies impacted subsequent achievement only in the second semester, with elaboration predicting achievement gains and critical thinking predicting lower overall GPA. Study results provide empirical support for Pekrun’s control-value theory and achievement goal theory in showing both direct and indirect effects of students’ goals on academic achievement through their emotions and learning strategies.
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