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<p>Students’ emotions are central to learning, yet little is known about how academic and social achievement goals jointly shape these emotions in East Asian contexts. This study examined Korean high school students’ profiles of academic and social achievement goal pursuit and their associations with achievement emotions and perceived parental goals. A total of 1,210 10th- and 11th-grade students completed measures of 3 × 2 academic achievement goals, social achievement goals, achievement emotions, and perceived parental goals in both domains. Latent profile analysis identified five groups: Low Academic–Modest Social, Modest Academic–Modest Social, Fair Academic–Fair Social Mastery-Approach, Moderate Academic–Fair Social, and High Academic–Moderate Social. The Fair Academic–Fair Social Mastery-Approach profile showed the most adaptive emotional pattern, characterized by higher positive emotions and lower negative emotions. The High Academic–Moderate Social profile reported high positive emotions but also elevated anxiety and shame. In contrast, the two modest or low profiles experienced fewer positive and more negative emotions. Perceived parental goals, particularly academic mastery and performance goals, predicted students’ profile memberships. Together, findings showed that Korean students’ achievement goals appeared domain-specialized, academic and social goals jointly shaped students’ emotional experiences, and parental academic goals saliently influenced profile membership.</p>

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Latent profiles of Korean students’ academic and social achievement goals: links with achievement emotions and perceived parental goals

  • 期刊论文

  • 发表日期：

    2025年12月19日

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  • Boreum Kim,
  • Gregory Arief D. Liem,
  • Melvin Chan

摘要

Students’ emotions are central to learning, yet little is known about how academic and social achievement goals jointly shape these emotions in East Asian contexts. This study examined Korean high school students’ profiles of academic and social achievement goal pursuit and their associations with achievement emotions and perceived parental goals. A total of 1,210 10th- and 11th-grade students completed measures of 3 × 2 academic achievement goals, social achievement goals, achievement emotions, and perceived parental goals in both domains. Latent profile analysis identified five groups: Low Academic–Modest Social, Modest Academic–Modest Social, Fair Academic–Fair Social Mastery-Approach, Moderate Academic–Fair Social, and High Academic–Moderate Social. The Fair Academic–Fair Social Mastery-Approach profile showed the most adaptive emotional pattern, characterized by higher positive emotions and lower negative emotions. The High Academic–Moderate Social profile reported high positive emotions but also elevated anxiety and shame. In contrast, the two modest or low profiles experienced fewer positive and more negative emotions. Perceived parental goals, particularly academic mastery and performance goals, predicted students’ profile memberships. Together, findings showed that Korean students’ achievement goals appeared domain-specialized, academic and social goals jointly shaped students’ emotional experiences, and parental academic goals saliently influenced profile membership.