Motivational Climates, Achievement Goals, and Physical Education Outcomes: A Longitudinal Test of Achievement Goal Theory

2011 ◽  
Vol 55 (1) ◽  
pp. 79-104 ◽  
Author(s):  
Hallgeir Halvari ◽  
Knut Skjesol ◽  
Tor Egil Bagøien
Keyword(s):  
Physical Education ◽  
Achievement Goals ◽  
Achievement Goal ◽  
Achievement Goal Theory ◽  
Goal Theory ◽  
Education Outcomes ◽  
Motivational Climates

Developing Physically Literacy in K-12 Physical Education Through Achievement Goal Theory

2017 ◽  
Vol 36 (3) ◽  
pp. 292-302 ◽  
Author(s):  
Jiling Liu ◽  
Ping Xiang ◽  
Jihye Lee ◽  
Weidong Li
Keyword(s):  
Physical Education ◽  
Achievement Goals ◽  
Behavioral Outcomes ◽  
Theoretical Models ◽  
Achievement Goal ◽  
Achievement Goal Theory ◽  
Future Research ◽  
Goal Theory ◽  
Physical Educators ◽  
K 12

The goal of physical education is to instill physical literacy within students. As an important motivation framework, achievement goal theory has been widely used to understand and explain students’ cognitive, affective, and behavioral outcomes. In this paper, we reviewed studies examining achievement goals and outcomes in K-12 physical education settings. First, we provide a brief review of the historical development of the achievement goal theoretical models (the dichotomous model, the trichotomous model, the 2 × 2 model, and the 3 × 2 model). Then, we synthesize consequences, antecedents, and interactive factors of each achievement goal construct as well as the influences of gender, age, and culture on students’ achievement goals. Finally, we discuss implications for practice and future research. We hope our review can inform physical educators and researchers and assist the application of achievement goal theory into practice.

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.

Conceptions of Ability in Physical Education: Children and Adolescents

2001 ◽  
Vol 20 (3) ◽  
pp. 282-294 ◽  
Author(s):  
Ping Xiang ◽  
Amelia Lee ◽  
Lynn Williamson
Keyword(s):  
Physical Education ◽  
Children And Adolescents ◽  
Social Comparison ◽  
Theoretical Framework ◽  
Achievement Goal ◽  
Achievement Goal Theory ◽  
Goal Theory ◽  
Grade Levels

Using achievement goal theory as a theoretical framework, this study examined how children and adolescents conceptualized their own ability in physical education. Specifically, children and adolescents were asked to rate their own ability in physical education and to explain the basis for their rating. The research also aimed to identify children and adolescents who attained the differentiated conception of ability but believed in the efficacy of effort. Students (N = 120) in 4th, 8th, and 11th grades were interviewed and completed a questionnaire. Results indicated that the criteria the children and adolescents used forjudging their own ability differed by grade. Children and adolescents at all grade levels tended to assess their own ability in terms of social comparison. Some adolescents with the differentiated conception of ability maintained a belief in the effectiveness of effort.

scholarly journals Testing the Mastery-Avoidance Construct in Achievement Goal Theory: A Meta-Analytic Confirmatory Factor Analysis (MA-CFA) of Two Achievement Goals Scales

2020 ◽  
Author(s):  
Kamden K Strunk ◽  
Wilson Lester ◽  
Forrest Lane ◽  
Payton Hoover ◽  
Jasmine Betties
Keyword(s):  
Adaptive Learning ◽  
Achievement Goals ◽  
Achievement Goal ◽  
Achievement Goal Theory ◽  
Goal Theory ◽  
Ongoing Debate ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Mastery Avoidance ◽  
Avoidance Goals

Achievement goal theory is a popular theoretical framework that has been widely used to understand the goals students hold regarding their academic work. This theoretical model has been subject to an ongoing debate regarding the number and nature of constructs it includes. Notable in such debates has been the inclusion or exclusion of mastery-avoidance goals. The purpose of this study was to conduct meta-analytic confirmatory factor analyses (MA-CFA) on two popular achievement goal measures, the Achievement Goal Questionnaire-Revised (AGQ-R) and the Patterns of Adaptive Learning Scales (PALS) achievement goals scales, to analyze the structure of these scales across published studies. The models were a better fit for the data without mastery-avoidance, and overall the data suggest researchers should consider excluding mastery-avoidance.

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