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

2014 ◽  
Vol 36 (2) ◽  
pp. 131-145 ◽  
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.

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.

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

2009 ◽  
Vol 27 (13) ◽  
pp. 1471-1482 ◽  
Author(s):  
Nikos Ntoumanis ◽  
Cecilie Th⊘gersen-Ntoumani ◽  
Alison L. Smith
Keyword(s):  
Achievement Goals ◽  
Achievement Goal ◽  
And Performance

scholarly journals Does Context, Practice or Competition Affect Female Athletes’ Achievement Goal Dominance, Goal Pursuit, Burnout and Motivation?

2017 ◽  
Vol 59 (1) ◽  
pp. 91-105 ◽  
Author(s):  
Javier Fernández-Rio ◽  
Jose A. Cecchini ◽  
Antonio Méndez-Giménez
Keyword(s):  
Sport Participation ◽  
Female Athletes ◽  
Goal Pursuit ◽  
Team Sport ◽  
Achievement Goal ◽  
Professional Athletes ◽  
Significant Finding ◽  
International Level ◽  
Total Recovery ◽  
Mastery Approach

AbstractThe goal of this study was to assess the effects of two different achievement sport contexts, practice and competition, on the motivational profile of professional/semi-professional athletes. Forty-eight Spanish national/international-level female athletes (basketball = 18; handball = 12; soccer = 11; volleyball = 7), mean age 25.14 ± 3.43 years, agreed to participate in the study. They completed a questionnaire, prior and after training and competition, to assess achievement goals, achievement goal dominance, goal pursuit, motivational climate, motivation, burnout and perceived recovery-exertion. Data analyses revealed that, both in practice and competition, these team-sport athletes overwhelmingly showed a strong mastery-approach achievement goal in dominance as well as in pursuit. A significant finding was that this group of national/international-level, professional/semi-professional athletes not only adopted a mastery-approach achievement goal, but they also actively pursued it. It is also remarkable that this profile remained stable at post-tests, even after a painful defeat in competition, which produced a significant negative effect on the athletes’ burnout (emotional and physical exhaustion and devaluation of sport participation) and self-determined motivation. As expected, the difference between total recovery and perceived exertion significantly increased after practice and competition. National/international-level team-sport professional/semi-professional female athletes held and pursue stable mastery-approach goal dominance.

Achievement Goals and Their Relations to Children’s Disruptive Behaviors in an After-School Physical Activity Program

2010 ◽  
Vol 29 (3) ◽  
pp. 278-294 ◽  
Author(s):  
Bulent Agbuga ◽  
Ping Xiang ◽  
Ron McBride
Keyword(s):  
Physical Activity ◽  
Achievement Goals ◽  
Disruptive Behaviors ◽  
Achievement Goal ◽  
After School ◽  
Goal Model ◽  
Mastery Goal ◽  
Activity Program ◽  
And Performance ◽  
Avoidance Goals

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.

Incremental Validity of Achievement Goals in Predicting Subjective Well-Being Among University Students

2015 ◽  
Vol 14 (1) ◽  
pp. 38-62 ◽  
Author(s):  
Chen Chen
Keyword(s):  
Life Satisfaction ◽  
Personality Traits ◽  
Big Five ◽  
Achievement Goals ◽  
Well Being ◽  
Big Five Personality ◽  
Subjective Well Being ◽  
And Performance ◽  
Approach Goals ◽  
Mastery Approach

This study examined the role that achievement goals may play in predicting subjective well-being, particularly the extra contribution of achievement goals beyond that of personality traits. There were 371 university students from Nanjing, China (mean age = 20.67, SD = 1.30) who participated in the study and reported their achievement goals, the Big Five personality traits, and subjective well-being (including life satisfaction, positive, and negative affect). Results revealed that mastery-approach goals positively and significantly predicted life satisfaction; mastery-approach and performance-approach goals positively, whereas performance-avoidance goals negatively significantly predicted positive affect. When working with the Big Five personality traits, mastery-approach goals and performance-approach goals showed their added contributions to life satisfaction and positive affect, respectively. These results highlight the importance of considering achievement goals when explaining individual differences of subjective well-being as well as the importance of taking subjective well-being into account when understanding the nature of achievement goals.

Achievement Goals

2012 ◽  
pp. 190-207 ◽  
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.

scholarly journals Achievement goals model validation: Is the 2X2 better than the Trichotomous?

2021 ◽  
Vol 10 (1) ◽  
pp. 142
Author(s):  
Bilson Simamora ◽  
Elisabeth Vita Mutiarawati
Keyword(s):  
Achievement Motivation ◽  
Achievement Goals ◽  
Longitudinal Research ◽  
Goal Orientations ◽  
Cross Sectional ◽  
New Students ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Mastery Approach

<span>Achievement motivation evolved fast in the educational field. In this development, the trichotomous and the 2X2 models received myriad attention from the educational specialist. However, there is a debate about which is better between the two models. This study aimed to intercede this debate and argue that the study's duration should be accounted for in the validation. Approach goals should dominate new students' achievement goals, and old students' achievement goals will show the balance of approach and avoidance goals. For these reasons, this study gathers the data from 350 new students and 203 old students. Confirmatory factor analysis reveals that the trichotomous is the best model for new student segments. While for the old student segment, the 2X2 model shows its efficacy. Therefore, for the new students' segment, achievement goals consist of mastery-approach, performance-approach, and performance-avoidance goals. For the old students, besides those three-goal orientations, mastery-avoidance goals are also included. As expected, the independent sample t-test shows that new students have higher mastery-approach and performance-approach goals than old students have. Self-efficacy is more influential in the new than old student segments, as shown by simple linear regression. This study is still stuck to a single cross-sectional design. Further research can utilize longitudinal research with segmental-based analysis and pay attention to gender, major, social class, or other potential moderation variables.</span>

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