This study aimed to examine associations between motivation, emotion, and task performance in simulated achievement situations. A group of sixth grade students (n = 190) completed an achievement task. Situational information on task value, success expectations, emotions, effort, task performance, and causal attributions was collected and information on subsequent academic achievement was obtained from school registers. The results showed, first, that high task value, high expectancy of success, and high positive emotions before a task contributed to a higher level of effort during the task. This, in turn, was related to better task performance. Second, high expectancy of success predicted increased positive emotions during the task, and these in turn, were related to better task performance. Conversely, high negative emotions during the task were related to poorer task performance. Third, high task performance was related to higher levels of effort, higher attributions of success to ability, and increased positive emotions after the task. Finally, both high task performance and attributions of success to ability were related to better subsequent academic achievement.

这项研究旨在检查在模拟成就情况下动机，情感和任务绩效之间的关联。一群六年级的学生（n = 190）完成了一项成就任务。收集有关任务价值，成功期望，情绪，努力，任务表现和因果归因的情境信息，并从学校登记册中获得有关随后学业成就的信息。结果表明，首先，高的任务价值，对成功的高期望以及在任务执行前的高度积极情绪有助于任务执行期间付出更高的努力。反过来，这与更好的任务性能有关。其次，对成功的高期望值预测了任务期间积极情绪的增加，而这些反过来又与更好的任务绩效有关。相反，任务期间的高负面情绪与较差的任务绩效有关。第三，高绩效表现与更高水平的努力，更高的成功归因于能力，并在任务完成后增加积极情绪。最后，出色的任务表现和成功归因于能力都与以后更好的学业成绩有关。