Mastery Goals and Self-Regulation Co-Occur with Positive Emotions and Achievement in a Performance-Focused Generation

Cluster analysis detected two undergraduate clusters. In the first (n=76), stronger mastery approach and self-regulated learning co-occurred with higher positive emotions and GPA (M=3.42). In the second (n=69), lower mastery approach and self-regulation co-occurred with stronger negative emotions and lower GPA (M=2.99). Both clusters had high performance approach and avoidance.