Goals influence performance and people need to cope with frustrations that result from interruptions of goal pursuit. Being interrupted before completing a performance task may have negative consequences for emotions and thus subsequently lead to substitution behaviours in order to restore goal completion. Three experiments examined the conditions under which an interruption of goal pursuit influences emotions and subsequent performance. Furthermore, we expected that substitution behaviours may differ depending on whether people are in a performance- or learning-goal orientation. Results of Study 1 showed that the interruption of a first task reduced positive affect for participants with a performance-goal orientation and led them to increase their performance on the next task. As expected, substitution behaviour was not found with a learning-goal orientation. Study 2 replicated this finding on a business website with a different sample and performance task. Study 3 demonstrated that participants with a performance-goal orientation reported higher intentions for reactive aggression and perceived control if they could not continue with the same performance task after the interruption. These findings point out the consequences for emotions and coping strategies of people with performance-goal orientations and emphasize the importance of situational influences in educational and occupational settings.

目标会影响绩效，人们需要应对因目标追求中断而导致的挫败感。在完成绩效任务之前被打断可能会对情绪产生负面影响，从而导致替代行为以恢复目标完成。三项实验检验了目标追求的中断影响情绪和随后的表现的条件。此外，我们预计替代行为可能会因人们是处于绩效目标还是学习目标导向而有所不同。研究 1 的结果表明，中断第一个任务会降低对具有绩效目标导向的参与者的积极影响，并导致他们提高下一项任务的绩效。正如预期的那样，没有发现具有学习目标导向的替代行为。研究 2 在具有不同样本和性能任务的商业网站上复制了这一发现。研究 3 表明，具有绩效目标导向的参与者如果在中断后无法继续执行相同的绩效任务，则会报告更高的反应性攻击和感知控制意图。这些发现指出了具有绩效目标导向的人的情绪和应对策略的后果，并强调了情境影响在教育和职业环境中的重要性。研究 3 表明，具有绩效目标导向的参与者如果在中断后无法继续执行相同的绩效任务，则会报告更高的反应性攻击和感知控制意图。这些发现指出了具有绩效目标导向的人的情绪和应对策略的后果，并强调了情境影响在教育和职业环境中的重要性。研究 3 表明，具有绩效目标导向的参与者如果在中断后无法继续执行相同的绩效任务，则会报告更高的反应性攻击和感知控制意图。这些发现指出了具有绩效目标导向的人的情绪和应对策略的后果，并强调了情境影响在教育和职业环境中的重要性。