Achievement goals, self-handicapping, and performance: A 2 × 2 achievement goal perspective

This study used a trichotomous achievement goal model to explore and describe what actually happened in terms of students’ achievement goals and disruptive behaviors in an after-school physical activity program. Participants included 158 students in grades 3–6. They completed questionnaires assessing their achievement goals and disruptive behaviors. Nine of the participants were also selected and observed for disruptive behaviors. Students reported higher scores on the mastery goal than they did on the performance-approach and performance-avoidance goals. The mastery goal was negatively related to students’ self-reported low engagement, whereas the performance-approach and performance-avoidance goals were positively related to students’ self-reported disruptive behaviors. Overall, findings of the study provide empirical support for the trichotomous achievement goal model as a viable theoretical framework in the study of students’ disruptive behaviors in after-school physical activity settings.

Download Full-text

Achievement Goals

The Oxford Handbook of Human Motivation ◽

10.1093/oxfordhb/9780195399820.013.0012 ◽

2012 ◽

pp. 190-207 ◽

Cited By ~ 8

Author(s):

Kou Murayama ◽

Andrew J. Elliot ◽

Ron Friedman

Keyword(s):

Achievement Goals ◽

Contextual Effects ◽

Achievement Goal ◽

Precise Definition ◽

Historical Overview ◽

Goal Approach ◽

And Performance ◽

Definition Of ◽

Avoidance Goals

In this chapter, we describe the achievement goal construct's origin and highlight noteworthy developments in the literature. We then use this historical overview to provide the context for several key theoretical and empirical issues surrounding the current achievement goal approach, including the precise definition of achievement goals, the possible inclusion of additional goals into the achievement goal approach, the measurement of achievement goals, the debates surrounding performance-approach and performance-avoidance goals, contextual effects on achievement goals, and the consideration of methodological expansion.

Download Full-text

Achievement Goals and Their Relations to Self-Reported Persistence/Effort in Secondary Physical Education: A Trichotomous Achievement Goal Framework

Journal of Teaching in Physical Education ◽

10.1123/jtpe.27.2.179 ◽

2008 ◽

Vol 27 (2) ◽

pp. 179-191 ◽

Cited By ~ 18

Author(s):

Bulent Agbuga ◽

Ping Xiang

Keyword(s):

Physical Education ◽

Achievement Goals ◽

Predictive Power ◽

Empirical Support ◽

Achievement Goal ◽

Mastery Goals ◽

8Th Graders ◽

And Performance ◽

Approach Goals ◽

Avoidance Goals

Guided by the trichotomous achievement goal framework, the current study examined mastery, performance-approach, and performance-avoidance goals and their relations to self-reported persistence/effort among Turkish students in secondary physical education. Two hundred twenty-nine students in grades 8 and 11 completed questionnaires assessing their achievement goals and self-reported persistence/effort in secondary physical education. Results of this study revealed that 8th-graders scored significantly higher than 11th-graders on performance-approach goals and self-reported persistence/effort. Mastery goals and performance-approach goals emerged as significant positive predictors of students’ self-reported persistence/effort, but their predictive power varied by grade. Overall, results of this study provide empirical support for the trichotomous achievement goal framework in the context of secondary school physical education.

Download Full-text

Examining Correlates of Game-to-Game Variation in Volleyball Players’ Achievement Goal Pursuit and Underlying Autonomous and Controlling Reasons

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.2012-0271 ◽

2014 ◽

Vol 36 (2) ◽

pp. 131-145 ◽

Cited By ~ 27

Author(s):

Maarten Vansteenkiste ◽

Athanasios Mouratidis ◽

Thomas van Riet ◽

Willy Lens

Keyword(s):

Prosocial Behavior ◽

Multilevel Modeling ◽

Achievement Goals ◽

Goal Pursuit ◽

Achievement Goal ◽

Specific Goal ◽

Volleyball Players ◽

And Performance ◽

Performance Satisfaction ◽

Mastery Approach

In the current study we aimed to examine the antecedents and outcomes associated with the variability in competitive volleyball players’ (N = 67; Mage = 19.45; SD = 5.13) situational achievement goal pursuit and its underlying autonomous and controlling reasons. Players were followed during six consecutive games and data were analyzed through multilevel modeling. Players’ dominant contextual goal pursuit reported at the onset of the study related to their situational (i.e., game-specific) goal pursuit. Further, variation in game-to-game mastery-approach goal pursuit, as compared with the pursuit of other achievement goals, related to variation in prosocial behavior. Finally, autonomous reasons underlying situational mastery-approach goal pursuit related positively to games-specific prosocial behavior, enjoyment, and performance satisfaction. The discussion emphasizes the necessity to study players’ game-to-game motivational dynamics and the reasons underlying players’ achievement goal pursuit.

Download Full-text

Leveraging MSLQ Data for Predicting Students Achievement Goal Orientations

Journal of Learning Analytics ◽

10.18608/jla.2014.13.11 ◽

2014 ◽

Vol 1 (3) ◽

pp. 157-160 ◽

Cited By ~ 4

Author(s):

Liaqat Ali ◽

Marek Hatala ◽

Dragan Gašević ◽

Philip H. Winne

Keyword(s):

Learning Strategies ◽

Achievement Goals ◽

Goal Orientations ◽

Achievement Goal ◽

Relational Model ◽

Achievement Goal Orientations ◽

And Performance

This study aims to investigate how students’ motivated strategies of learning and their achievement goal orientations relate to their academic behaviours and performance in the context of online leaning systems. The study also develops and validates a relational model between students’ learning strategies and achievement goals.

Download Full-text

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

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.25.4.456 ◽

2003 ◽

Vol 25 (4) ◽

pp. 456-476 ◽

Cited By ~ 139

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.

Download Full-text

THE ACHIEVEMENT GOAL THEORY AS AN APPROACH TO STUDY SCHOOL PRINCIPALS’ LEADERSHIP MOTIVATION

Problems of Education in the 21st Century ◽

10.33225/pec/14.58.27 ◽

2014 ◽

Vol 58 (1) ◽

pp. 27-38

Author(s):

Christian Brandmo ◽

Dijana Tiplic ◽

Eyvind Elstad

Keyword(s):

Educational Leadership ◽

Achievement Goals ◽

School Principals ◽

School Leaders ◽

Organizational Factors ◽

Achievement Goal ◽

Achievement Goal Theory ◽

Performance Goals ◽

Goal Theory ◽

And Performance

This study investigates how the achievement goal theory and its measures can be utilized to understand the school principals’ achievement goals for leading. The achievement goal theory is an analytical tool little used when studying educational management. This explorative study aims at developing a measure of principals’ achievement goals for leading, by using a factor analysis of the scores of 270 Norwegian principals. The analysis shows a clear distinction between principals’ mastery and performance goals for leading. Mastery goals for leading were positively correlated with constructs such as principals’ efficacy beliefs for leading, autonomy and teacher-principal trust, while performance goals were weaker or not significantly correlated with these constructs. The study suggests that the context and organizational factors are influencing principals’ purposes of achievement behaviour. Given the increasing emphasis on the accountability of school leaders, the current study suggests the achievement goal theory as a fruitful approach when studying educational leadership. Key words: accountability, achievement goals, educational leadership, school leaders’ motivation.

Download Full-text

Nonconscious Activation of Achievement Goals

Swiss Journal of Psychology ◽

10.1024/1421-0185.68.4.193 ◽

2009 ◽

Vol 68 (4) ◽

pp. 193-200 ◽

Cited By ~ 7

Author(s):

Stefan Engeser

Keyword(s):

Achievement Goals ◽

Priming Effect ◽

Achievement Goal ◽

Word Class ◽

Achievement Motive ◽

Goal Priming ◽

Series Of Experiments ◽

Research Questions

In a series of experiments, Bargh, Gollwitzer, Lee-Chai, Barndollar, and Trötschel (2001) documented that achievement goals can be activated outside of awareness and can then operate nonconsciously in order to guide self-regulated behavior effectively. In three experiments (N = 69, N = 71, N = 56), two potential moderators of the achievement goal priming effect were explored. All three experiments showed small but consistent effects of the nonconscious activation of the achievement goal, though word class did not moderate the priming effect. There was no support for the hypothesis that the explicit achievement motive moderates the priming effect. Implications are addressed in the light of other recent studies in this domain and further research questions are outlined.

Download Full-text