Self-conscious emotions, such as pride and shame, have important implications for performance in competence pursuits. Emotions and motivation are strongly linked and it may be that achievement goals play a role in regulating self-conscious emotions. This study investigated the effects of between-person achievement goal orientations and within-person fluctuations in achievement goal states on pride and shame responses to feedback. Undergraduate students (N = 58) completed a 24-round game of Tetris. Before each round, scoring criteria prompts were provided to manipulate achievement goals and participants rated their goals. After each round, participants received experimentally manipulated feedback and rated their pride and shame. A set of hierarchical linear models revealed that performance achievement goal states moderated the effects of feedback on pride and shame at a within-person level. These results suggest coaches and teachers may be able to use contextual cues to influence motivation and selfconscious emotions of their athletes and students during competence pursuits.