01567nas a2200217   4500000000100000008004100001260007600042653002200118653001200140653002200152653001900174100002200193700001800215700002100233245008500254300001200339490000700351520096300358022001401321020001401335       2009                            d  c07/2009bSociedad Española para el Estudio de la Ansiedad y el Estrés10aAcademic emotions10aAnxiety10aachievement goals10amultiple goals1 aAntonio González1 aDanilo Donolo1 aCristina Rinaudo00aAcademic emotions in university students: Their relations with achievement goals  a263-2770 v153 aThis study examines the relationship between achievement goals and class-related emotions using a sample of 460 students from the University of Vigo (Spain). Correlation and hierarchical regression analyses reveal the following tendencies: mastery-approach goals were positively correlated with positive emotions and negatively correlated with negative emotions; performance-approach goals were also positively associated with positive emotions, though less so than in the case of mastery-approach goals; both performance-avoidance goals and mastery-avoidance goals were positively and strongly related to negative emotions. The k-means cluster analysis showed that the group of participants with multiple approach goals (mastery and performance) experienced the highest level of positive emotions, especially pride and enjoyment, but also the highest amount of anxiety. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)  a1134-7937  a2174-0437