Both achievement goals and achievement emotions have empirically been found to be important within educational contexts. This meta-analysis examined the interrelations among six achievement goals and fifteen achievement emotions and various moderators by analyzing 2,644 effect sizes from 355 studies with 155,208 participants. The findings revealed interrelations among achievement goals and achievement emotions that mainly corroborate theoretical assumptions. Mastery and performance goals showed associations with activity and outcome emotions. The results for work-avoidance goals confirmed the assumption that engaging in work avoidance is particularly related to negative activity emotions. Relational goals are positively linked to positive affect and enjoyment. Facets of mastery goals were identified as relevant moderators of the interrelations among achievement goals and emotions, in contrast to population. The results highlight the relevance of considering the interplay among achievement goals and achievement emotions at a specific level, as opposed to considering only the affective level, as well as differentiating between activity and outcome emotions to better understand their relationships with achievement goals.

根据经验，成就目标和成就情绪在教育背景下都很重要。这项荟萃分析通过分析 355 项研究（涉及 155,208 名参与者）的 2,644 个效应量，检验了 6 个成就目标和 15 种成就情绪以及各种调节因素之间的相互关系。研究结果揭示了成就目标和成就情绪之间的相互关系，这主要证实了理论假设。掌握和绩效目标显示出与活动和结果情绪的关联。回避工作目标的结果证实了这样的假设：回避工作与消极活动情绪特别相关。关系目标与积极的情感和享受呈正相关。与人口相比，掌握目标的各个方面被认为是成就目标和情绪之间相互关系的相关调节因素。结果强调了在特定水平上考虑成就目标和成就情绪之间相互作用的相关性，而不是仅考虑情感水平，以及区分活动和结果情绪以更好地理解它们与成就目标的关系。