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.

scholarly journals The Impact of Pre-Competition Estimated Results for Elite Archers on Performance According to Achievement Goal Theory

2018 ◽  
Vol 8 (4) ◽  
pp. 146
Author(s):  
Utku Isik
Keyword(s):  
Goal Orientation ◽  
Achievement Goal ◽  
The Other ◽  
Achievement Goal Theory ◽  
Goal Theory ◽  
Actual Performance ◽  
Survey Form ◽  
Ego Orientation ◽  
The Impact ◽  
The Relationship

This study aimed to evaluate the estimated/judged results for elite archers before competitions in the context ofAchievement Goal Theory and determine its impact on actual performance. Also, the study assessed the impact ofgoal orientation on the competition scores to comprehend the relationship between goal orientation and performance.Study participants were 116 elite archers who participated in Adult-Youth Indoor Turkey Championship in Izmir.Before the competition, the participants filled in the “Task and Ego Orientation in Sport Questionnaire”. Before thisscale, a survey form, developed by the researcher, was given to participants to learn about their personalcharacteristics. The participants were asked to make a note of the numbers they wore on the chest of their uniformsand the predicted/judged scores on the survey form. They were informed that at the termination of the competition,their actual scores and their predicted scores would be compared. The study presents two important results. The firstresult is related to the fact that athletes with high goal orientation were significantly more successful than those withlow goal orientation in a real competition environment. The other result of in the current study was the significantrelationship between the pre-competition predictions/estimates of individuals with high goal orientation and theircompetition performances. This study is significant because it demonstrated that individuals with higher goalorientations have higher performances and that their predictions/estimates for their performance are much moreaccurate.

Achievement Goal Theory Review: An Application to School Psychology

2021 ◽  
pp. 082957352110583
Author(s):  
Devon J. Chazan ◽  
Gabrielle N. Pelletier ◽  
Lia M. Daniels
Keyword(s):  
School Psychology ◽  
Intervention Studies ◽  
Achievement Goal ◽  
Achievement Goal Theory ◽  
Goal Theory ◽  
Theoretical Frameworks ◽  
School Work ◽  
And Behavior ◽  
Evolving Models ◽  
Theory Review

Achievement Goal Theory (AGT) is one of the most popular theoretical frameworks in motivation research. Despite its application to a variety of contexts, including, school, work, and sport, it has not yet been referenced in the field of school psychology. First, we review the theoretical underpinnings as told through the theory’s evolving models, explore its impacts on cognition, emotion, and behavior, and introduce a multiple goals perspective. Second, we outline the leading research supporting AGT, both in terms of structural and individual intervention studies. Third, we apply the principles of AGT to the primary tasks of school psychology professionals, including assessment, intervention, and consultation practices. The students we support can greatly benefit from gearing our approaches toward ones that foster self-improvement and interest.

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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