Longitudinal Analysis of the Relationships Between Students' Depression and Anxiety Symptoms With Their Motivational Orientations

The following study explored the relationships between trajectories of achievement goal orientations, depression and anxiety across six years. The sample included students (N = 762; 55% girls; Mean age = 11.80, SD = 0.44) who completed an annual survey over a six-year period. Growth curve analysis with time-varying covariates revealed that an increase in students' depression symptoms predicted a decrease in their mastery goals, while an increase in anxiety symptoms predicted an increase in their performance-avoidance goals. Results were robust when controlling for gender, perceived classroom goal structures, and age. These findings corroborate theoretical frameworks that link students' motivation and emotions, and emphasize the importance of depression and anxiety in understanding the development of motivation over time.