Persistence and Effort in Moving Achievement Goal Research Forward: A Response to Treasure and Colleagues

2001 ◽  
Vol 23 (4) ◽  
pp. 330-345 ◽  
Author(s):  
Chris Harwood ◽  
Lew Hardy
Keyword(s):  
Goal Orientation ◽  
Achievement Goals ◽  
Status Quo ◽  
Achievement Goal ◽  
Achievement Goal Theory ◽  
Goal Theory ◽  
Competitive Sport ◽  
Research Needs ◽  
The Status ◽  
The Impact

In their response to our recent paper (Harwood, Hardy, & Swain, 2000), Treasure et al. (2001) claimed to have clarified our misconceptions and misrepresentations of achievement goal research. After first of all commenting on the apparently rather emotive nature of their response, we logically deal with each of their criticisms. Specifically, we present sound theoretical arguments to show that: (a) personal theories of achievement hold primacy over achievement goals; (b) we are not “particularly confused” (or even a little confused) in our understanding of conceptions of ability; (c) there are excellent reasons for examining the possibility of a tripartite approach to goal orientation and goal involvement; and (d) the issue of measurement in achievement goal research needs to be carefully reconsidered. Further, in response to the status quo offered by Treasure and colleagues, we call for more innovative research that will help progress the impact of achievement goal theory in competitive 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.

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.

Applications of Goal Theory to Teaching Mathematics

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Gulseren SEKRETER ◽  
Natela DOGHONADZE
Keyword(s):  
Academic Success ◽  
Goal Orientation ◽  
Quantitative Data ◽  
Positive Impact ◽  
Research Question ◽  
Achievement Goal ◽  
Goal Theory ◽  
Central Research ◽  
Performance Goal ◽  
The Impact

The aim of this research is to examine the impact of Achievement Goal motivation Theory on students’ academic success.  Research asserts  that possesing  mastery-learning oriented motivation has a positive impact on students’ academic achievement. This study may be useful for students, teachers and administrators in the identification of college students who are considered at risk for math failure or students who are on the verge of dropping out of college. The research applies a quantitative method of study. Quantitative data have been analyzed using Elliot’s AGQ (Achievement Goal Questionnaire). In the case study of a private Suleyman Sah University, Turkey, the focus of the AGQ has been derived from the central research question: How and why applications of Achievement Goal Theory affect students’ success in mathematics at university? In order to identify students’ goal orientation,   Elliot’s AGQ was given to 53 students who were selected randomly in math classes. Their course exam results were compared to their motivational types. Based on the quantitative  data analiysis, the research suggests that the best way to change one’s thinking during a testing situation (and hence reduce or elminate one’s anxiety) is to intentionally change one’s performance goal and performance-avoidance goal into only a mastry-learning goal

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.

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

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.

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