2 × 2 Achievement goals and achievement emotions: a cluster analysis of students' motivation

2011 ◽  
Vol 27 (1) ◽  
pp. 59-76 ◽  
Author(s):  
Leong Yeok Jang ◽  
Woon Chia Liu
Keyword(s):  
Cluster Analysis ◽  
Achievement Goals ◽  
Achievement Emotions

scholarly journals Structure of Achievement Motivation Dispositions in Elite and Non-Elite Track and Field Athletes

2019 ◽  
Vol 83 (1) ◽  
pp. 63-73
Author(s):  
Anna Pietrzak ◽  
Aleksandra Tokarz
Keyword(s):  
Cluster Analysis ◽  
Achievement Motivation ◽  
Achievement Goals ◽  
Implicit Theories ◽  
Elite Athletes ◽  
Scientific Research ◽  
Track And Field ◽  
Athletic Competence

AbstractAchievement motivation is a distinguishing disposition in elite and non-elite athletes. Implicit theories and competence perception influence the types of achievement goals and constitute separate achievement motivation dispositions. The context of sport promotes various achievement goals and implicit theories about athletic competence. For this reason, scientific research should focus on the intrapersonal profiles of achievement motivation dispositions (achievement goals, implicit theories, and competence perception) instead of specifying only one of them. This study explores differences between elite and non-elite athletes in terms of intrapersonal profiles of achievement motivation dispositions. 54 elite and 50 non-elite track and field athletes took part in the study. The results suggest that athletes tend to perceive their competence accurately. Cluster analysis of the studied dispositions was conducted. The clusters present sets of achievement dispositions that vary in intensity. Moreover, the results present trends of the differences between elite and non-elite athletes in two of the three clusters obtained in the study.

scholarly journals Achievement goals and self-determination in adult football players – a cluster analysis

Kinesiology ◽  
2018 ◽  
Vol 50 (1) ◽  
pp. 43-51
Author(s):  
Hugo Sarmento ◽  
Adilson Marques
Keyword(s):  
Cluster Analysis ◽  
Achievement Goals ◽  
Self Regulation ◽  
Hierarchical Cluster ◽  
Future Research ◽  
Football Players ◽  
Chi Square ◽  
Motivational Profile ◽  
And Performance ◽  
Profile Characteristics

To better understand the relationship between aspects of motivation and performance level in adult football players, this study aimed to identify differences in motivation among different motivational profiles created by means of hierarchical cluster analysis. The participants were 304 adult football players (90 professionals, 144 semi-professionals, 70 amateurs, age: 25.4±4.6 years). Participants completed the Task and Ego Orientation in Sports Questionnaire and the Self-Regulation Questionnaire. Based on the constructs of the questionnaires, cluster analyses were performed. Chi-square was used to determine any relationships between the players and clusters. Four different clusters were identified. There was no typical motivational profile for football players of different competition levels. However, the differences in all four clusters represented specific characteristics of football players of different competition levels most represented in each respective cluster. Cluster 1, which was the most adaptive, was not related to any competition level. On the other hand, professional athletes were significantly less represented in the least adaptive motivational profile (Cluster 4). The results highlight the complex relationship between competition and sporting motivation. Identifying the motivational profile characteristics of football players who can reach higher competition levels presents itself as a future research opportunity.

scholarly journals The power of anticipated feedback: Effects on students' achievement goals and achievement emotions

2014 ◽  
Vol 29 ◽  
pp. 115-124 ◽  
Author(s):  
Reinhard Pekrun ◽  
Aisling Cusack ◽  
Kou Murayama ◽  
Andrew J. Elliot ◽  
Kevin Thomas
Keyword(s):  
Achievement Goals ◽  
Feedback Effects ◽  
Achievement Emotions

Motivational Profiles and Achievement Goal Dominance in Physical Education

2014 ◽  
Vol 17 ◽  
Author(s):  
Antonio Méndez-Giménez ◽  
José-Antonio Cecchini-Estrada ◽  
Javier Fernández-Río
Keyword(s):  
Cluster Analysis ◽  
Physical Education ◽  
Positive Affect ◽  
Achievement Goals ◽  
Autonomous Motivation ◽  
Achievement Goal ◽  
Mastery Goals ◽  
Controlled Motivation ◽  
Wilks Lambda ◽  
Motivational Profiles

AbstractThe main goal was to compare idiographic profiles of achievement goal dominance (AGD) and motivational profiles based on 2x2 achievement goals to improve our understanding of how the four achievement goals work in conjunction with one another, and to discern which profiles are most adaptive in the Physical Education context. A total of 351 students (203 males; 148 females) (M = 14.26 ± 1.37 years) from 3 different secondary schools agreed to participate. 86.6% (N = 303) showed AGD, mostly mastery-approach dominance (62.9%).We examined the four AGD groups’ idiographic profiles and how they relate to certain positive (autonomous motivation and positive affect) and negative variables (controlled motivation and amotivation). The results supported the hypotheses of AGD theory (MANOVA one-way, Wilks’ lambda = .609, F(24, 298) = 7.96, p < .001, η2 = .15). Subsequently, k-means cluster analysis was performed, yielding 4 distinct achievement goal profiles. The most adaptive was named “mastery goals”, while “high achievement goals” were the second most adaptive. AGD participants’distribution across the different motivational clusters was also ascertained (MANOVA one-way, Wilks’ lambda = .678, F(12, 910) = 12.01, p < .001, η2 = .12).

scholarly journals Perfiles motivacionales en las sesiones de educación física (Motivational profiles in physical education sessions)

Retos ◽  
2015 ◽  
pp. 34-39
Author(s):  
Dolors Cañabate Ortíz ◽  
Joan Pau Torralba Vicens ◽  
Javier Cachón Zagalaz ◽  
Mª Luisa Zagalaz
Keyword(s):  
Cluster Analysis ◽  
Physical Education ◽  
Hierarchical Cluster Analysis ◽  
Achievement Goals ◽  
Pearson Correlation ◽  
Hierarchical Cluster ◽  
Motivational Climate ◽  
Motivational Orientation ◽  
Practical Reasons ◽  
Motivational Profiles

El objetivo del estudio ha sido determinar los diferentes perfiles motivacionales que existen en una clase formada por alumnos de 4º, 5º y 6º de primaria. Las variables que se han utilizado para el posterior análisis han sido las metas de logro, la percepción del clima motivacional y de las estrategias que utiliza el docente para mantener la disciplina, las razones para ser disciplinados y los motivos de práctica en las clases de educación física. Se presenta un análisis de los estadísticos descriptivos que permite observar las puntuaciones medias de todas las variables, un análisis de correlación de Pearson, análisis jerárquico de Clúster y análisis multivariado (MANOVAS). El estudio revela la existencia de tres perfiles motivacionales y permite al docente ver la predominancia de razones intrínsecas en una gran parte de alumnos. También se aprecia como el clima motivacional que fomentan los profesores de EF ejerce influencia sobre la manera en que se dan los diferentes comportamientos y actitudes de los alumnos.Palabras clave: Educación Física, Orientación motivacional, percepción, clima y motivación.Abstract: The aim of the study was to determine the different motivational profiles that exist in a class consisting of students from the 4th, 5th and 6th grade. The variables that were used for subsequent analysis were achievement goals, perceived motivational climate and strategies used by teachers to maintain discipline, the reasons for discipline and practical reasons in classes physical education. We present a descriptive statistical analysis that allows to observe the mean scores of all variables a Pearson correlation analysis, hierarchical cluster analysis, hierarchical cluster analysis and multivariate analysis (MANOVAs). The study reveals the existence of three motivational profiles and allows the teacher to see the predominance of intrinsic reasons a lot of students. Also seen as a motivational climate that encourage PE teachers influences the way they give different behaviors and attitudes of studentsKey words: Physical Education, motivational orientation, perception, climate and motivation.

scholarly journals Achievement emotions and achievement goals in support of the convergent, divergent and criterion validity of the Spanish-Cognitive Test Anxiety Scale

2017 ◽  
Vol 6 (1) ◽  
pp. 67
Author(s):  
Javier Sánchez Rosas ◽  
Luis Alberto Furlan
Keyword(s):  
Test Anxiety ◽  
Achievement Goals ◽  
Criterion Validity ◽  
Value Theory ◽  
Anxiety Scale ◽  
Cognitive Test ◽  
Achievement Emotions ◽  
Control Value ◽  
Cognitive Test Anxiety ◽  
Convergent And Divergent Validity

Based on the control-value theory of achievement emotions and theory of achievement goals, this research provides evidence of convergent, divergent, and criterion validity of the Spanish Cognitive Test Anxiety Scale (S-CTAS). A sample of Argentinean undergraduates responded several scales administered at three points. At time 1 and 3, the sample informed their adoption of mastery and performance goals. At time 2, they responded to the S-CTAS and informed about their anxiety and shame in class, and their enjoyment, hopelessness, shame, and anxiety experienced in exam. Results demonstrated the convergent and divergent validity of the S-CTAS by correlating with other class and test emotions scales measuring outcome and activity-emotions. Furthermore, the findings verified the criterion validity of the S-CTAS by estimating the predictive influence of achievement goals on cognitive test anxiety and other emotions, and in turn the effects of cognitive test anxiety and these emotions on achievement goals.

Achievement Goals and Achievement Emotions

2014 ◽  
Author(s):  
Ying-Fen Chang ◽  
Biing-Lin Cherng ◽  
Shu-Ling Peng
Keyword(s):  
Achievement Goals ◽  
Achievement Emotions
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