摘要：This study aimed to examine the relationships between facilitating writing anxiety
(FWA), debilitating writing anxiety (DWA), mastery-approach goal (MAG),
performance-approach goal (APPG) and performance-avoidance goal (AVOG). In
total, 300 Iraqi undergraduate students participated in the study. A quantitative
approach was applied in particular correlational design. Two questionnaires were
utilized for data collection: The Second Language Writing Anxiety Inventory
(SLWAI) and Achievement Goal Questionnaire (AGQ). The results of the study
indicated that some students showed a high rate of debilitating anxiety, which led
them to pursue performance-avoidance goal. Yet, the two factors of performanceavoidance
goal and debilitating writing anxiety were negatively associated with the
set of the three factors: mastery-approach goal, performance-approach goal and
facilitating writing anxiety. Conversely, there were positive relationships between
mastery-approach goal, performance-approach goal and facilitating writing
anxiety. In the light of these findings, this study proposes that EFL learners need to
consider the affective factors of debilitating anxiety and performance avoidance
goal that are likely to undermine their confidence and motivation which may lead
them to a maladaptive behavior.
