“Socializing” Achievement Goal Theory: The Need for Social Goals

2011 ◽  
Vol 57 (1) ◽  
pp. 112-116 ◽  
Author(s):  
Ronnel B. King ◽  
David A. Watkins
Keyword(s):  
Achievement Goal ◽  
Social Goals ◽  
Achievement Goal Theory ◽  
Goal Theory

Investigating the Addition of Social Goals Within Achievement Goal Theory

2014 ◽  
Author(s):  
Heather M. Wynne ◽  
Akane Zusho ◽  
Karen Clayton
Keyword(s):  
Achievement Goal ◽  
Social Goals ◽  
Achievement Goal Theory ◽  
Goal Theory

Integrating Orientation and Standards-Based Models of Achievement Goal Theory

2013 ◽  
Author(s):  
Heather M. Wynne ◽  
Karen Clayton ◽  
Akane Zusho ◽  
Samantha R. Turco ◽  
Anthony A. Cancelli ◽  
...  
Keyword(s):  
Achievement Goal ◽  
Achievement Goal Theory ◽  
Goal Theory

scholarly journals How to achieve in elite training centers without burning out? An achievement goal theory perspective

2013 ◽  
Vol 14 (1) ◽  
pp. 72-83 ◽  
Author(s):  
Sandrine Isoard-Gautheur ◽  
Emma Guillet-Descas ◽  
Joan L. Duda
Keyword(s):  
Achievement Goal ◽  
Achievement Goal Theory ◽  
Goal Theory

Motivational processes in Sport Education programs among high school students

2018 ◽  
Vol 24 (3) ◽  
pp. 372-394 ◽  
Author(s):  
Tsz Lun (Alan) Chu ◽  
Tao Zhang
Keyword(s):  
High School ◽  
Self Determination Theory ◽  
Achievement Goal ◽  
Self Determination ◽  
Achievement Goal Theory ◽  
Goal Theory ◽  
Sport Education ◽  
Education Curriculum ◽  
Education Programs ◽  
School Settings

The purpose of this study was to conduct a literature review on the motivational processes in a Sport Education curriculum model among high school-aged students using self-determination theory and achievement goal theory as theoretical frameworks. Literature for analysis was searched through electronic databases including Academic Research Complete, ERIC, PsycINFO, SPORTDiscus, and Web of Science by entering ‘Sport Education’, ‘physical education’, and ‘high school’ or ‘secondary school’ as keywords. Articles for review were then selected using the following criteria: (a) written in English; (b) published in a peer-reviewed journal; (c) a Sport Education curriculum model implemented in high school settings with three season phases; (d) providing empirical findings; and (e) investigating motivational variables as main outcomes. A total of 18 articles were identified of moderate and high quality based on a quality assessment. A systematic review of the articles resulted in three main findings: (a) self-determination theory and achievement goal theory strongly support the positive motivational influence of Sport Education; (b) Sport Education is relatively consistent in promoting motivational outcomes across genders, grade levels, sports, and motivational profiles; and (c) more research with long-term follow-up data and teacher participants in diverse school settings is needed to examine potential differences in the motivational impact of Sport Education programs.

scholarly journals Clarifying Misconceptions and Misrepresentations in Achievement Goal Research in Sport: A Response to Harwood, Hardy, and Swain

2001 ◽  
Vol 23 (4) ◽  
pp. 317-329 ◽  
Author(s):  
Darren C. Treasure ◽  
Joan L. Duda ◽  
Howard K. Hall ◽  
Glyn C. Roberts ◽  
Carol Ames ◽  
...  
Keyword(s):  
Achievement Goals ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Theory ◽  
Goal Theory ◽  
Theoretical Frameworks ◽  
Task Involvement ◽  
Present Response ◽  
The Relationship ◽  
The Way

In a recent article, Harwood, Hardy, and Swain (2000) presented what they termed a critical analysis of the conceptualization and measurement of achievement goals in sport. The purpose of the present article is to challenge their interpretation of achievement goal theory and to question many of their subsequent recommendations. Specifically, the present response will focus on Harwood et al.’s (a) interpretation of Nicholls’ personal theories of achievement; (b) their contention that task involvement cannot exist in competitive sport; (c) the proposed tripartite conceptualization of goal involvement states; (d) their understanding of the relationship between the way an individual conceptualizes ability and the foundation of dispositional goal orientations; and (e) their criticisms of the way dispositional goal orientations have been measured in sport. Theoretical frameworks are always a work in progress. To this end, we concur with the spirit of Harwood et al.’s article which implies that our conceptual models should be continuously questioned, tested, and extended. However, we believe their interpretation and recommendations do little to enhance our conceptual understanding of achievement goal theory in sport.

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