Abstracts - Earli

assessed using self-reports. Clusters of emotional words related to success, failure, persistence,anxiety, positive affect, negative affect, calmness, positive self-esteem, and negative self-esteemwere examined as multivariate dependent variables. Using mean splits and a series of 2x2 latentvariable analyses, results confirmed the moderating role of the above-mentioned variables.Specifically, students’ emotional reaction to achievement-related words was significantly lessenedfor students with LD and attention problems when hardiness was at high levels, mastery goalswere operative compared to performance, and fear of failure was at low levels. However, specificfears of failure, i.e., those related to the influence of significant others, were also negativepredictors of negative affect states pointing to their adaptive role. The results confirmed earlierfindings regarding the maladaptive role of performance goals (approach and avoidance) forstudents’ emotional experience at school but also pointed to the presence of other moderatingvariables that are associated with the affective states of students with and without learningproblems.Achievement goals, theories of intelligence, and well-beingKenneth E. Barron, James Madison University, USAAllison R. Brown, James Madison University, USAPamela K. Kaliski, James Madison University, USASara J. Finney, James Madison University, USAAs part of a large-scale university-wide assessment project to assess student development, webegan tracking university students’ achievement goal orientation, theories of intelligence, andpsychological well-being in the beginning of their university careers, as well as in a follow upassessment midway through their university careers. Our presentation will summarize the firstwave of results from this work. In addition, we will discuss how we operationalized and measuredeach of our constructs, and the importance of considering the specificity in which to measureconstructs. Specifically, we adopted a multidimensional model of achievement goals thatcompared mastery-approach, mastery-avoidance, performance-approach, performance-avoidance,and work avoidance goals (Finney, Pieper, & Barron, 2004), and we adopted a multidimensionalmodel of psychological well being that compared personal growth, autonomy, purpose in life,environmental mastery, positive relations with others, and self-acceptance (Ryff, 1989). We alsoassessed all constructs at the same, general level of specificity to match specificity of predictorsand outcomes. Although theories of intelligence and achievement goal orientation were bothlinked to various psychological well-being outcomes, achievement goal orientation variables werebetter predictors. We will also highlight the importance of distinguishing between a mastery vs.performance goal focus and an approach vs. avoidance goal focus on university students’psychological well being.Changes in achievement goal orientations, subjective well-being, and school-related burnoutacross the transition to upper secondary educationMarkku Niemivirta, University of Helsinki, FinlandKatariina Salmela-Aro, University of Jyväskylä, FinlandHeta Tuominen-Soini, University of Helsinki, FinlandThe objective of this study was to examine the longitudinal relationships between achievementgoal orientations, subjective well-being, and school-related burnout as the students move fromlower secondary to upper secondary education. 176 students following the vocational track and373 students following the general academic track completed questionnaires two times before andonce after the transition from the ninth grade. Based on latent difference scores, we found that– 55 –