Exploring the Relationship Between Goal Achievement Orientation and Mindfulness in Collegiate Athletics

2011 ◽  
Vol 5 (1) ◽  
pp. 44-57 ◽  
Author(s):  
Jessica J. McCarthy
Keyword(s):  
Intrinsic Motivation ◽  
Goal Orientation ◽  
Collegiate Athletes ◽  
Future Research ◽  
Task Orientation ◽  
Evaluation Theory ◽  
Skill Sets ◽  
Cognitive Evaluation Theory ◽  
Mindfulness Skills ◽  
Acting With Awareness

Nicholls’ achievement goal theory suggests that a task-oriented individual sets goals based on a desire to master particular skills or tasks (Nicholls, 1984, 1989), thus promoting intrinsic motivation (Duda, Chi, Newton, & Walling, 1995). An ego-oriented individual evaluates one’s own performance against the performance of others with comparable skill sets, basing success on outperforming the opponent (Nicholls, 1984, 1989), resulting in low intrinsic motivation. Cognitive evaluation theory, embraced within self-determination theory (Deci & Ryan, 1985, 1991), suggests that an event that satisfies an inherent need for competence and autonomy leads to increased intrinsic motivation (Standage, Duda, & Pensgaard, 2005). Similarly, Brown and Ryan (2003) found that trait-mindfulness predicted more autonomous activity in day-to-day life and lower intensity and frequency of negative affect. It was therefore hypothesized that in a population of collegiate athletes, a relationship between mindfulness and goal orientation would exist; athletes higher in task-orientation would be more mindful than athletes higher in ego-orientation. Results indicate that a relationship does in fact exist between the Acting with Awareness subscale of the Kentucky Inventory of Mindfulness Skills (KIMS; Baer, Smith, & Allen, 2004) and task-orientation, in that as level of awareness increases, the level of task-orientation also increases. Level of awareness also predicted level of task orientation in athletes. Implications for practice and future research are discussed.

scholarly journals Undermining Intrinsic Motivation

2013 ◽  
Vol 6 ◽  
Author(s):  
Bianca Lavorata
Keyword(s):  
Intrinsic Motivation ◽  
Goal Orientation ◽  
Conceptual Learning ◽  
Extrinsic Rewards ◽  
Evaluation Theory ◽  
Cognitive Evaluation Theory ◽  
Motivation For Learning ◽  
And Performance ◽  
Extrinsic Goal ◽  
Learning And Performance

This paper will examine the possible effects of extrinsic rewards on intrinsic motivation in Preschool to College students and argue that extrinsic rewards undermine intrinsic motivation. The Overjustification hypothesis by self-perception theory, as well as the cognitive evaluation theory (CET) will be discussed, including some of the benefits of self-motivation for learning. Various studies will be explored to show that extrinsic rewards reduce intrinsic motivation. Results suggest that students that are offered an extrinsic goal subsequently show less intrinsic interest and demonstrate poorer conceptual learning and performance in the long term. Alternately, students that are regulated by intrinsic motivations experience positive consequences at school. This paper will conclude on the note that intrinsic motivation plays a pivotal role in learning, and that teachers and other social agents can help promote intrinsic goals to motivate conceptual learning and performance, even when students hold a stronger extrinsic goal orientation. Finally, various factors that can enhance and develop intrinsic motivation will be discussed, and suggestions will be provided for further research on this topic.

Intrinsic Motivation: Relationships with Collegiate Athletes’ Gender, Scholarship Status, and Perceptions of Their Coaches’ Behavior

2000 ◽  
Vol 22 (1) ◽  
pp. 63-84 ◽  
Author(s):  
Anthony J. Amorose ◽  
Thelma S. Horn
Keyword(s):  
Intrinsic Motivation ◽  
Leadership Style ◽  
Female Athletes ◽  
Collegiate Athletes ◽  
Division I ◽  
Evaluation Theory ◽  
Male Athletes ◽  
Low Frequencies ◽  
High Frequencies ◽  
Cognitive Evaluation Theory

The purpose of this study was to examine the relationships among athletes’ intrinsic motivation (IM), gender, scholarship status, perceptions of the number of their teammates receiving scholarships, and perceptions of their coaches’ behavior. Male and female college athletes (N = 386) from a variety of Division I sports completed a series of paper-and-pencil questionnaires. Multivariate analyses revealed that (a) scholarship athletes reported higher levels of IM than did nonscholarship athletes, (b) male athletes reported higher IM than did female athletes, and (c) perceived coaching behaviors were related to athletes’ IM. Specifically, athletes with higher IM perceived their coaches to exhibit a leadership style that emphasized training and instruction and was high in democratic behavior and low in autocratic behavior. In addition, athletes with higher levels of IM perceived that their coaches provided high frequencies of positive and informationally based feedback and low frequencies of punishment-oriented and ignoring behaviors. Results are discussed in terms of cognitive evaluation theory.

The Effect of Differential Amounts of Positive Verbal Feedback on the Intrinsic Motivation of Male Hockey Players

1983 ◽  
Vol 5 (1) ◽  
pp. 100-107 ◽  
Author(s):  
Robert J. Vallerand
Keyword(s):  
Intrinsic Motivation ◽  
Future Research ◽  
Control Group ◽  
Verbal Feedback ◽  
Evaluation Theory ◽  
Cognitive Evaluation Theory ◽  
Hockey Players ◽  
Interesting Task ◽  
The Subject ◽  
The Relationship

The purpose of this study was to assess the relationship between the amount of positive verbal feedback presented and the ensuing intrinsic motivation of male hockey players toward a hockey-related task. The subjects were 50 male hockey players 13-16 years of age who performed on an interesting task consisting of 24 slides that allowed the subject to test his decision-making abilities in simulated hockey situations. Subjects performed on the task and received either 6, 12, 18, 24 (on every trial or slide), or no positive verbal reinforcements regarding their performance. Following their participation on the task, subjects answered an intrinsic motivation questionnaire and a question on feelings of competence. Results indicated that subjects receiving positive verbal feedback displayed a much higher level of intrinsic motivation and experienced higher levels of feelings of competence than subjects in the control group, irrespective of the amount of feedback presented. Further, no other differences were found among the feedback groups. These findings are discussed in light of cognitive evaluation theory (Deci & Ryan, 1980) and previous intrinsic motivation studies on the effect of positive verbal feedback. Finally, implications and suggestions for future research within the realm of sport are proposed.

Cognitive Evaluation Theory: What nurtures our intrinsic motivation?

2020 ◽  
Author(s):  
Nguyen Thanh Thanh Huyen
Keyword(s):  
Intrinsic Motivation ◽  
Evaluation Theory ◽  
Cognitive Evaluation Theory ◽  
Cognitive Evaluation

Cognitive Evaluation Theory: What nurtures our intrinsic motivation?

Behavioral Antecedents To Intrinsic Motivation In Capital Equipment Exchange Relationships

2011 ◽  
Vol 10 (2) ◽  
pp. 51 ◽  
Author(s):  
Robert Dahlstrom ◽  
Brett A. Boyle
Keyword(s):  
Intrinsic Motivation ◽  
Negative Impact ◽  
Interorganizational Relationships ◽  
Working Relationships ◽  
Influence Strategies ◽  
Exchange Relationships ◽  
Evaluation Theory ◽  
Cognitive Evaluation Theory ◽  
Cognitive Evaluation ◽  
Mainframe Computer

<span>This study utilizes cognitive evaluation theory to assess interorganizational relationships. Sales personnels influence strategies and opportunistic behaviors are cast as antecedent to purchasers intrinsic motivation for the exchange. Influence strategies are classified based upon whether sanctions (medicated influence) or information (non-mediated influence) are employed to gain compliance. Ninety-four mainframe computer users reported on their working relationships with multiple marketing personnel. The results suggest that non-mediated influence raises intrinsic motivation while mediated influence and opportunism have a negative impact upon motivation.</span>

Motivation in Physical Activity Contexts: The Relationship of Perceived Motivational Climate to Intrinsic Motivation and Self-Efficacy

1998 ◽  
Vol 20 (3) ◽  
pp. 264-280 ◽  
Author(s):  
Maria Kavussanu ◽  
Glyn C. Roberts
Keyword(s):  
Intrinsic Motivation ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Motivational Climate ◽  
Future Research ◽  
Ability Perceptions ◽  
Perceived Motivational Climate ◽  
Mastery Motivational Climate ◽  
Relationship Of ◽  
The Relationship

This study examined the relationship between perceived motivational climate and intrinsic motivation and self-efficacy and determined the role of goal orientation and perceived motivational climate in predicting intrinsic motivation and self-efficacy. College students (N= 285) enrolled in beginning tennis classes completed a battery of questionnaires assessing perceived motivational climate, goal orientation, intrinsic motivation, self-efficacy, and perceived ability. Perceptions of mastery climate were positively associated with enjoyment, effort, perceived competence, and self-efficacy and were inversely related to tension. In males, dispositional goal orientation and perceived motivational climate emerged as equally important predictors of intrinsic motivation, while mastery motivational climate was the only significant predictor of self-efficacy. In females, performance motivational climate was the strongest predictor of intrinsic motivation and self-efficacy. Perceived normative ability accounted for a substantial amount of unique variance in intrinsic motivation and self-efficacy in both males and females. The motivational implications of the findings are discussed, and directions for future research are provided.

scholarly journals A meta-analytic review of achievement goal orientation correlates in competitive sport

Kinesiology ◽  
2016 ◽  
Vol 48 (2) ◽  
pp. 159-173 ◽  
Author(s):  
Marc Lochbaum ◽  
Ricardo Zazo ◽  
Zişan Kazak Çetinkalp ◽  
Taylor Wright ◽  
Kara-Aretha Graham ◽  
...  
Keyword(s):  
Intrinsic Motivation ◽  
Goal Orientation ◽  
Orientation Relationship ◽  
Extrinsic Motivation ◽  
Success Factors ◽  
Perceived Competence ◽  
Achievement Goal ◽  
Task Orientation ◽  
Competitive Sport ◽  
Task Goal

Recent quantitative research in competitive sport with the Task and Ego Orientations in Sport Questionnaire (TEOSQ) and Perceptions of Success Questionnaire (POSQ) pointed to a potential critical issue that the two questionnaires did not agree across a number tested hypotheses (Lochbaum, Kazak Çetinkalp, Graham, Wright, &amp; Zazo, 2016). Thus, the present quantitative review examined whether correlates of the two achievement goal orientations were moderated by the two measures. To achieve this purpose, 772 unique correlates (489 TEOSQ, 283 POSQ; 402 task orientation, 370 ego orientation) from 93 studies spanning 1989-2016 from 32 countries with 26,387 participants were placed into 15 different categories and meta-analyzed. The task goal orientation was significantly and small to moderate in meaningfulness related to adaptive success factors (rw=.29), maladaptive success factors (rw=-.12), desirable behaviors (rw=.28), positive emotions (rw=.35), amotivation (rw=-.13), extrinsic motivation (rw=.20), external regulations (rw=.12), internal regulations (rw=.34), intrinsic motivation (rw=.47), the mastery/task climate (rw=.38), perceived competence (rw=.26), and trait selfesteem (rw=.35). The ego goal orientation was significantly and small in meaningfulness related to adaptive success factors (rw=.10), maladaptive success factors (rw=.12), negative emotions (rw=.11), undesirable behaviors (rw=.23), amotivation (rw=.16), extrinsic motivation (rw=.28), external regulation (rw=.21), intrinsic motivation (rw=.14), performance/ego climate (rw=.28), and perceived competence (rw=.17). The questionnaire measure was a significant moderator for the task goal orientation relationship with desirable behaviors (POSQ rw=.24; TEOSQ rw=.37), internal regulations (POSQ rw=.26; TEOSQ rw=.39), and trait self-esteem (POSQ rw=.45; TEOSQ rw=.32) and for the ego goal orientation relationship with performance/ego climate (POSQ rw=.34; TEOSQ rw=.24). Overall, the extent of the questionnaire type being a concern when examining correlates was fortunately minimal. Yet, differences in the two dominant measures exit. Recommendations for future research examining both the TEOSQ and POSQ were proposed.

RE-EVALUATION OR REINFORCEMENT?: A NEW LOOK AT COGNITIVE EVALUATION THEORY

1990 ◽  
Vol 18 (1) ◽  
pp. 65-79 ◽  
Author(s):  
Amy Rummel ◽  
Richard Feinberg
Keyword(s):  
Intrinsic Motivation ◽  
Detrimental Effect ◽  
Motivational Orientation ◽  
Reinforcement Theory ◽  
Extrinsic Rewards ◽  
Evaluation Theory ◽  
Cognitive Evaluation Theory ◽  
Cognitive Evaluation ◽  
New Look

Cognitive Evaluation Theory was developed to explain the detrimental effects of extrinsic rewards on intrinsic motivation, a phenomenon contrary to Reinforcement Theory prediction. However, it was suggested that if a person's intrinsic or extrinsic motivational orientation was taken into account, Reinforcement Theory might be able to explain this phenomenon. A 2 (extrinsic x intrinsic motivational orientation) by 2 (competence feedback x controlling feedback) was employed to examine the effect of motivational orientation on intrinsic motivation. Use of the Jonckheere Test of Order suggested that the detrimental effect of extrinsic rewards on intrinsic motivation might be explained within the reinforcement paradigm.

The Effects of an Incentive Programme on SALC Service Engagement and Long-Term Intrinsic Motivation

Relay Journal ◽  
2020 ◽  
pp. 150-172
Author(s):  
Katherine Thornton
Keyword(s):  
Intrinsic Motivation ◽  
Language Learning ◽  
First Year ◽  
Incentive Scheme ◽  
Evaluation Theory ◽  
First Year Students ◽  
Cognitive Evaluation Theory ◽  
Service Engagement ◽  
Student Grades

Self-access language centres (SALCs) provide vital support for learner autonomy and language learning, but can struggle to attract students whose attention is divided between classes, assignments, clubs and societies, and paid work. While interested in using the facilities to improve their language skills, students may feel intimidated by an unfamiliar environment populated by people they perceive to be more confident or proficient in foreign languages than themselves, and confused about the services on offer and how to access them. To encourage these students, many self-access learning centres (SALCs) offer incentive programmes or reward schemes such as stamp cards for using the self-access facilities. These incentives can even be tied to class grades, effectively being a required element of the curriculum. This study investigates the effect of one such self-access incentive scheme through the lens of cognitive evaluation theory, a mini-theory from within self-determination theory, which addresses the role of rewards on intrinsic motivation to learn (Deci & Ryan, 2017). At one institution in Japan with a small SALC, an incentive scheme called the passport was introduced for first year students studying English as their major. Over three years, a differing level of incentive was offered, linked to student grades for a compulsory class. Data on service uptake in both the years students were offered the incentive and the following year are used to investigate the effect of introducing the incentives, and survey data from students provide some insights into their attitudes to using the passport.

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