scholarly journals Development and Validation of the French Achievement Goals Questionnaire for Sport and Exercise (FAGQSE)

2012 ◽  
Vol 28 (4) ◽  
pp. 313-320 ◽  
Author(s):  
François Riou ◽  
Julie Boiché ◽  
Julie Doron ◽  
Ahmed-Jérôme Romain ◽  
Karine Corrion ◽  
...  
Keyword(s):  
Achievement Goals ◽  
Temporal Stability ◽  
Physical Education Students ◽  
Preliminary Version ◽  
Goal Motivation ◽  
Sports And Exercise ◽  
And Performance ◽  
Sport And Exercise ◽  
Mastery Avoidance ◽  
Development And Validation

Recently, Elliot and Murayama (2008 ) pointed out a number of theoretical and methodological shortcomings among the instruments assumed to measure achievement goals. This research aimed to develop and validate a French Achievement Goals Questionnaire for Sport and Exercise (FAGQSE). In a first study, factor analyses conducted on a 20-item preliminary version supported the existence of four factors corresponding to the four types of goals of Elliot and McGregor’s (2001 ) framework (mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance). A second study examined a more parsimonious 12-item version of the FAGQSE, which was found to be valid among samples of athletes, exercisers, and physical education students. The temporal stability of the questionnaire was evidenced by a satisfactory test-retest over a 1-month period, and its theoretical validity was supported by correlations between achievement goals and entity/incremental theories of sports ability, perceived sports competence, and sports anxiety. The FAGQSE is a valid and reliable French instrument for achievement goal motivation. This instrument can be used for theoretical and applied purposes in various sports and exercise settings.

A 2 × 2 Achievement Goals Questionnaire for Sport: Evidence for Factorial Invariance, Temporal Stability, and External Validity

2003 ◽  
Vol 25 (4) ◽  
pp. 456-476 ◽  
Author(s):  
David E. Conroy ◽  
Andrew J. Elliot ◽  
Scott M. Hofer
Keyword(s):  
Achievement Goals ◽  
A Priori ◽  
Temporal Stability ◽  
Avoidance Performance ◽  
Factorial Invariance ◽  
Achievement Goal ◽  
Future Research ◽  
And Performance ◽  
Definition Of ◽  
Mastery Avoidance

Achievement goals in sport have traditionally been defined according to the definition of competence alone (i.e., mastery/task, performance/ego). Emerging research and theory from the academic domain indicates that the utility of the achievement goal construct can be enhanced when the valence (i.e., approach, avoidance) of goals is also considered in conjunction with the definition of competence. The present study was designed to evaluate the psychometric properties of scores for mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals from a measure of achievement goals in sport. The a priori 2 × 2 model fit the data better than any of the plausible alternative models. In a series of longitudinal factorial invariance and latent growth curve analyses, scores for the four subscales exhibited structural invariance, and both differential and latent mean stability over a 21-day period. Achievement goal scores conformed to theoretical predictions regarding their relationship with fear-of-failure scores. The AGQ-S would be an appropriate instrument for future research using the 2 × 2 model of achievement goals in sport, particularly for experimental/intervention research on change processes associated with achievement goals.

scholarly journals Setting Lower Limits High: The Role of Boundary Goals in Achievement Motivation

2017 ◽  
Author(s):  
Katherine S. Corker ◽  
Brent Donnellan
Keyword(s):  
Achievement Motivation ◽  
Achievement Goals ◽  
Lower Boundary ◽  
Opposite Pattern ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Lower Limits ◽  
Mastery Approach

Boundary goals specify the minimum performance level that an individual must attain to subjectively experience success. The current research integrates boundary goals into the hierarchical model of achievement motivation (A. Elliot, 2006) by positing that boundary goals are a sub-goal in the goal hierarchy. We predicted that performance approach goals would be associated with higher boundary goals, whereas performance avoidance goals would be associated with lower boundary goals. We further predicted that boundary goals would mediate the association between achievement goals and performance, independent of other target goals (i.e., levels of aspiration). We also evaluated whether boundary goals served a similar role in explaining associations between mastery goals and performance. We tested these predictions by tracking the performance of 347 college students across the semester. As predicted, performance approach goals were positively associated with boundary goals (beta = .32) whereas performance avoidance goals were negatively associated with boundary goals (beta = -.11). Further, we found that mastery approach goals had positive associations with boundary goals (beta = .29) whereas the opposite pattern occurred for mastery avoidance goals (beta = -.25). Boundary goals were positively linked to exam scores (beta = .32) and mediated the associations between performance approach, mastery approach, and mastery avoidance goals and grades. These statistical effects were independent of the effects of level of aspiration. In short, boundary goals seem to play an important role in the achievement motivation process and may therefore serve as a potentially useful focus for interventions.

Achievement Goals, Social Goals, and Students’ Reported Persistence and Effort in High School Physical Education

2006 ◽  
Vol 25 (1) ◽  
pp. 58-74 ◽  
Author(s):  
Jianmin Guan ◽  
Ping Xiang ◽  
Ron McBride ◽  
April Bruene
Keyword(s):  
High School ◽  
Physical Education ◽  
Achievement Goals ◽  
Social Goals ◽  
High School Physical Education ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Relationship

This study examined the relationship between achievement goals and social goals and explored how students’ achievement goals and social goals might affect their reported persistence and effort expended toward physical education in high school settings. Participants were 544 students from two high schools in the southwest U.S. Multiple regression analysis revealed that social responsibility goals represented the greatest contributor to students’ expenditure of persistence and effort toward physical education. This was followed by mastery-approach goals, mastery-avoidance goals, and performance-approach goals. In addition, girls reported significantly higher values on both social-relationship goals and responsibility goals than did boys. Findings revealed that students had multiple goals for wanting to succeed in physical education; using both achievement goals and social goals when studying student motivation and achievement in high school physical education settings is recommend.

scholarly journals The Relevance of Stability and Change of Achievement Goals for Self-regulated Motor Learning Processes and Outcomes

2021 ◽  
Author(s):  
Martin Daumiller ◽  
Raven Rinas ◽  
David Jaitner
Keyword(s):  
Motor Learning ◽  
Learning Outcomes ◽  
Achievement Goals ◽  
Temporal Trends ◽  
Temporal Stability ◽  
Learning Processes ◽  
Post Test ◽  
Work Avoidance ◽  
Sport And Exercise ◽  
Avoidance Goals

Self-regulated motor learning is a frequent and important achievement activity in sport and exercise contexts. Therein, individual learners’ achievement goals can be considered relevant for motor learning processes and outcomes. To better understand their role, we first examined the temporal stability of achievement goals during self-regulated motor learning. Next, we tested the relevance of the goals and their temporal variability for the learning process (learning time, effort, and motivational problems) and learning outcomes (performance and continuance intentions). To this end, 93 individuals completed a total of 1,017 daily diary entries about their goals (learning-approach, performance-approach, performance-avoidance, work-avoidance goals) and learning processes across sixteen days while learning juggling basics. Afterwards, they completed a post-test assessing their learning outcomes. Multi-level analyses indicated that goals contained both temporally stable and temporally variable fractions that were both relevant for learning processes. For learning outcomes, not only mean levels, but also temporal trends mattered.

Individual Differences in Incompetence Avoidance

2008 ◽  
Vol 30 (1) ◽  
pp. 110-132 ◽  
Author(s):  
Miranda P. Kaye ◽  
David E. Conroy ◽  
Angela M. Fifer
Keyword(s):  
Achievement Goals ◽  
Structural Equation ◽  
Latent Structure ◽  
Fear Of Failure ◽  
Equation Modeling ◽  
Antecedents And Consequences ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Correlated Factors

This study compared the fear of failure and perfectionism constructs by analyzing their latent structure as well as their motivational antecedents and consequences. College students (N = 372) enrolled in physical activity classes completed a battery of questionnaires assessing fear of failure, perfectionism, approach and avoidance motivational temperaments, and 2 × 2 achievement goals. Structural equation modeling revealed that responses were best summarized by two correlated factors representing perfectionistic strivings and concerns. Avoidance temperament was positively associated with both forms of incompetence avoidance; however, approach temperament was positively related only to perfectionist strivings. Perfectionistic concerns were positively related to the adoption of mastery-avoidance and performance-avoidance goals and negatively related to the adoption of mastery-approach goals. Perfectionistic strivings were positively associated with both approach goals. These results indicate that strivings to avoid incompetence can be distinguished with respect to their latent structure, temperamental antecedents, and motivational consequences.

scholarly journals Elite athletes’ achievement goals, burnout levels, psychosomatic stress symptoms, and coping strategies

2021 ◽  
Author(s):  
Martin Daumiller ◽  
Raven Rinas ◽  
Jennifer Breithecker
Keyword(s):  
Coping Strategies ◽  
Achievement Goals ◽  
Elite Athletes ◽  
Intensive Training ◽  
Stress Symptoms ◽  
Path Modelling ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Mastery Approach

Elite athletes undergo intensive training and competitive pressure to succeed, making them susceptible to professional strain. However, they differ in their subjective reactions in the form of burnout levels and psychosomatic stress symptoms. Following a motivational perspective, these differences may be explained by the goals that athletes pursue. The current study therefore examined the effects of elite athletes’ achievement goals on their burnout levels and psychosomatic stress symptoms, and to what extent they can be explained by athletes’ use of adaptive coping strategies. Based on the answers of 125 German elite athletes, path modelling revealed that mastery approach goals were negatively associated with burnout levels and psychosomatic stress symptoms, while mastery avoidance and performance approach goals were positively associated with burnout levels. Coping strategies partially mediated the effects of mastery approach goals on burnout levels and psychosomatic stress symptoms. These findings suggest practical implications for supporting elite athletes through goal setting processes.

Achievement Goals and Physical Self-Perceptions of Adolescent Athletes

2012 ◽  
Vol 40 (3) ◽  
pp. 473-480 ◽  
Author(s):  
Zisan Kazak Cetinkalp
Keyword(s):  
Achievement Goals ◽  
Female Athletes ◽  
Self Concept ◽  
Adolescent Athletes ◽  
Self Perceptions ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Mastery Approach

The relationship between achievement goals and physical self-perceptions of adolescent athletes was examined in this study. Participants were 208 adolescent athletes with a mean age of 16.35 + 0.48 years. Independent samples t tests, Pearson correlations, and regression analysis were used to analyze the data. The results showed that female athletes' mastery-avoidance scores were higher than male athletes'. Mastery-approach goals were related to sports competence and global physical self-concept. Performance-approach goals were associated with sports competence, global physical self-concept, and global self-esteem. Performance-avoidance goals were related only to sports competence. In addition, the mastery-approach goal was predicted by global physical self-concept, and performance-approach and performance-avoidance goals were positively predicted by sports competence.

scholarly journals Team Achievement Goals and Sports Team Performance

2020 ◽  
Vol 51 (5) ◽  
pp. 581-615
Author(s):  
Heleen Van Mierlo ◽  
Edwin A. J. Van Hooft
Keyword(s):  
Team Performance ◽  
Achievement Goals ◽  
Performance Outcomes ◽  
Sports Teams ◽  
Sports Team ◽  
Performance Teams ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Mastery Approach

This study focuses on team achievement goals and performance outcomes in interdependent sports teams. Team achievement goals reflect shared motivational states that exist exclusively at the team level. In a survey among 310 members of 29 premier-league field-hockey teams, team-level performance-approach, performance-avoidance, mastery-approach, and mastery-avoidance achievement goals explained 69% of the overall variance in team performance and 16% after controlling for previous performance. Teams performed better to the extent they were more approach- and less avoidance oriented in terms of both mastery and performance, although mastery-approach goals related to early-season team performance rather than predicting later changes in team performance.

scholarly journals The relation between body awareness and track and field athletes’ goal setting

2018 ◽  
Vol 15 (4) ◽  
pp. 2454 ◽  
Author(s):  
İnci Kesilmiş ◽  
Rabia Yıldız
Keyword(s):  
Goal Setting ◽  
Achievement Goals ◽  
Body Awareness ◽  
Track And Field ◽  
Mindfulness Interventions ◽  
Positive Correlations ◽  
And Performance ◽  
Mastery Avoidance ◽  
Major Target

Body awareness has been proposed as a major target of mindfulness interventions, though little is known of its association with achievement goals among track and field athletes. We in aimed to determine how body awareness and these achievement goals related among track and field athletes participating in the European Champion Clubs Cup in Mersin. We studied 70 volunteer athletes (38 female and 32 male). Among these 41 were runners, 17 were throwers and 12 were jumpers. Participants completed a Body Awareness Questionnaire and an Achievement Goals Questionnaire for Sport (AGQ-S) prior to competing. There were statistically significant positive correlations between Body Awareness and both Mastery Avoidance and Performance Avoidance (r=.350**, r=.350**, p<0.005). This significant correlation may be explained by an increased appreciation for body limitations through body awareness, that, in turn, positively relates to mastery and performance avoidance.

scholarly journals Exploring achievement goals tendencies in students: the link between achievement goals and types of motivation

2021 ◽  
Vol 12 (1) ◽  
pp. 265-282
Author(s):  
Albulene Grajcevci ◽  
Arif Shala
Keyword(s):  
Achievement Goals ◽  
Extrinsic Motivation ◽  
Male Students ◽  
First Year ◽  
First Year Students ◽  
Future Studies ◽  
Goal Adoption ◽  
And Performance ◽  
Mastery Avoidance ◽  
Avoidance Goals

Aim. This research explored the link between motivation types and achievement goals. More specifically the research focuses on exploring goal endorsements among learners as well as their correlation with motivation.Methods. The sample of 600 participants was gathered among students enrolled in private (N= 156) institutions and public universities (N=444). The study was a quantitative one and utilized the Achievement Goal Questionnaire (AGQ-R) as well as the Intrinsic and Extrinsic motivation scales (Lepper, Corpus, &Iyengar, 2005).Results. The results stipulate that achievement goals are closely linked to situation factors such as university and department. Supporting the premise of fluidity of goal constructs. Ultimately, mastery approach, performance approach and performance avoidance goals did not discriminate between types of motivation, with three goals being positivelycorrelated to both types of motivation. Mastery avoidance goals were not correlated to any of the motivation types (intrinsic or extrinsic), but they showed a tendency to be negatively correlated to extrinsic motivation, a correlation that was not significant.Conclusion. Present research reveals that there are significant differences among participants in goal adoption according to year of study. Specifically, as expected first year students were significantly more mastery oriented than participants attending the second and third year of studies. Gender differences were also evident, with female students reporting higher levels of mastery orientation compared to male students. Finally, the inconclusive results regarding motivation types and achievement goals need future studies to reestablish the stipulated link

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