scholarly journals Antecedents of Approach-Avoidance Achievement Goal Adoption in Physical Education: A Longitudinal Perspective

2009 ◽  
Vol 28 (2) ◽  
pp. 214-232 ◽  
Author(s):  
Victoria E. Warburton ◽  
Christopher M. Spray
Keyword(s):  
Physical Education ◽  
Achievement Goals ◽  
Implicit Theories ◽  
Critical Time ◽  
Perceived Competence ◽  
Achievement Goal ◽  
Approach Avoidance ◽  
Goal Adoption ◽  
Mastery Avoidance ◽  
Avoidance Goals

The purpose of this study was to examine the temporal pattern of pupils’ approach-avoidance achievement goal adoption in physical education across Key Stage 3 of secondary school. Moreover, we determined the predictive utility of implicit theories of ability and perceived competence in explaining change in achievement goals, along with the moderating influence of pupils’ year group. On four occasions, over a 9-month period, 511 pupils in Years 7, 8, and 9 completed measures of perceived competence, incremental and entity beliefs, and approach-avoidance goals. Mastery-approach, mastery-avoidance, and performance-avoidance goals exhibited a linear decline over time, whereas performance-approach goals showed no significant change. Theoretical propositions regarding the antecedents of approach-avoidance goal adoption were supported. Year group was found to moderate a number of these antecedent-goal relationships. Results suggest that Year 7 is a critical time for adolescents’ motivation in school physical education.

Achievement Goals, Social Goals, and Students’ Reported Persistence and Effort in High School Physical Education

2006 ◽  
Vol 25 (1) ◽  
pp. 58-74 ◽  
Author(s):  
Jianmin Guan ◽  
Ping Xiang ◽  
Ron McBride ◽  
April Bruene
Keyword(s):  
High School ◽  
Physical Education ◽  
Achievement Goals ◽  
Social Goals ◽  
High School Physical Education ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Relationship

This study examined the relationship between achievement goals and social goals and explored how students’ achievement goals and social goals might affect their reported persistence and effort expended toward physical education in high school settings. Participants were 544 students from two high schools in the southwest U.S. Multiple regression analysis revealed that social responsibility goals represented the greatest contributor to students’ expenditure of persistence and effort toward physical education. This was followed by mastery-approach goals, mastery-avoidance goals, and performance-approach goals. In addition, girls reported significantly higher values on both social-relationship goals and responsibility goals than did boys. Findings revealed that students had multiple goals for wanting to succeed in physical education; using both achievement goals and social goals when studying student motivation and achievement in high school physical education settings is recommend.

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

2008 ◽  
Vol 27 (2) ◽  
pp. 179-191 ◽  
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.

scholarly journals The relationships between the 3 × 2 achievement goal model and test anxiety in Physical Education

2020 ◽  
pp. 1356336X2097132
Author(s):  
Sarah Danthony ◽  
Nicolas Mascret ◽  
François Cury
Keyword(s):  
Physical Education ◽  
Test Anxiety ◽  
Perceived Control ◽  
Achievement Goals ◽  
Achievement Goal ◽  
Goal Model ◽  
General Test ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Negative Factors

The aim of the present study was to investigate the predictive role of the 3 × 2 achievement goal model on test anxiety in the specific context of Physical Education (PE). Four hundred and eighty-six French students (mean age = 15.83, standard deviation = 1.20) voluntarily and anonymously filled out the Revised Test Anxiety and Regulatory Dimension of Anxiety in Physical Education scale (RTAR-PE) assessing test anxiety in PE and the Achievement Goal Questionnaire for Sport (AGQ-S) assessing the six achievement goals. The results showed that task-avoidance and self-avoidance goals positively predicted the four negative factors of test anxiety (worry, self-focus, bodily symptoms, somatic tension), while task-approach and self-approach goals negatively predicted them. It was the opposite for perceived control, which is the positive factor of test anxiety. Contrary to academic general test anxiety, other-avoidance goals did not positively predict the negative factors of test anxiety in the PE context, but they negatively predicted perceived control. The previous pattern of results was reversed for task-approach, self-approach, and other-approach goals. Finally, a significant interaction was found between other-avoidance goals and gender in predicting bodily symptoms, but simple slope analyses did not reveal significant findings. Taking students’ psychological characteristics into account, such as achievement goals, may contribute to a better understanding of test anxiety in PE.

scholarly journals Exploring achievement goals tendencies in students: the link between achievement goals and types of motivation

2021 ◽  
Vol 12 (1) ◽  
pp. 265-282
Author(s):  
Albulene Grajcevci ◽  
Arif Shala
Keyword(s):  
Achievement Goals ◽  
Extrinsic Motivation ◽  
Male Students ◽  
First Year ◽  
First Year Students ◽  
Future Studies ◽  
Goal Adoption ◽  
And Performance ◽  
Mastery Avoidance ◽  
Avoidance Goals

Aim. This research explored the link between motivation types and achievement goals. More specifically the research focuses on exploring goal endorsements among learners as well as their correlation with motivation.Methods. The sample of 600 participants was gathered among students enrolled in private (N= 156) institutions and public universities (N=444). The study was a quantitative one and utilized the Achievement Goal Questionnaire (AGQ-R) as well as the Intrinsic and Extrinsic motivation scales (Lepper, Corpus, &Iyengar, 2005).Results. The results stipulate that achievement goals are closely linked to situation factors such as university and department. Supporting the premise of fluidity of goal constructs. Ultimately, mastery approach, performance approach and performance avoidance goals did not discriminate between types of motivation, with three goals being positivelycorrelated to both types of motivation. Mastery avoidance goals were not correlated to any of the motivation types (intrinsic or extrinsic), but they showed a tendency to be negatively correlated to extrinsic motivation, a correlation that was not significant.Conclusion. Present research reveals that there are significant differences among participants in goal adoption according to year of study. Specifically, as expected first year students were significantly more mastery oriented than participants attending the second and third year of studies. Gender differences were also evident, with female students reporting higher levels of mastery orientation compared to male students. Finally, the inconclusive results regarding motivation types and achievement goals need future studies to reestablish the stipulated link

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 2 × 2 Achievement Goals in Sport and Physical Activity Contexts: A Meta-Analytic Test of Context, Gender, Culture, and Socioeconomic Status Differences and Analysis of Motivations, Regulations, Affect, Effort, and Physical Activity Correlates

2019 ◽  
Vol 10 (1) ◽  
pp. 173-205 ◽  
Author(s):  
Marc Lochbaum ◽  
Thaís Zanatta ◽  
Zişan Kazak
Keyword(s):  
Physical Activity ◽  
Socioeconomic Status ◽  
Physical Education ◽  
Sample Size ◽  
Achievement Goals ◽  
Gender Culture ◽  
Research Questions ◽  
Mastery Avoidance ◽  
Avoidance Goal ◽  
Mastery Approach

Approach-avoidance achievement goals are studied extensively in the context of competitive sports and physical activity, including leisure and physical education. Building upon past meta-analyses, the purpose of this quantitative review was to provide basic descriptive data, estimated means for testing of several research questions (i.e., context, gender, culture, and socioeconomic status), and meta-analyzing outcome correlates (i.e., self-determination constructs, affect, effort, and physical activity). A total of 116 studies up to 1 December 2018, met inclusion criteria. These 116 studies, totaling a sample size of 43,133 participants (M sample size = 347.85 + 359.36), from 22 countries with 92.7% of samples, are drawn from participants less than 30 years of mean age. From the 116 unique studies, nearly half (49.6%) were from a sport context and the rest from leisure-time physical activity (PA) (19.4%) and physical education (PE) (31.0%) contexts. A number of different analyses were conducted to examine our research questions. Support was found for several of our research questions: The mastery-approach goal was endorsed more than all the other goals, while sport participants endorsed the performance-approach goal more than PA and PE groups; females endorsed the mastery-avoidance goal more than males; more culturally individualistic countries endorsed the mastery-approach goal; and countries from lower socioeconomic and interdependent countries endorsed the mastery-avoidance goal than higher socioeconomic and independent countries. Concerning, the meta-analyzed correlates, most relationships were hypothesized through the performance-approach goal, and both avoidance goals appeared to be too similar in relationships with the correlates raising theoretical concerns. Overall, the mastery-approach goals had the most meaningful biased corrected effect size values (rc) with the outcome correlates, such as relative autonomy (0.47), intrinsic motivation (0.52), effort (0.40), positive affect (0.42), physical activity intent (0.38). Based on the present and past meta-analytic results, the 2 × 2 achievement goals as currently measured was questioned. Future research suggestions included fundamental questionnaire issues, the need for latent profile analysis or other more advanced statistics, and whether the 2 × 2 achievement goal framework is the most appropriate framework in physical activity contexts.

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.

Coaching Climates and the Destructive Effects of Mastery-Avoidance Achievement Goals on Situational Motivation

2006 ◽  
Vol 28 (1) ◽  
pp. 69-92 ◽  
Author(s):  
David E. Conroy ◽  
Miranda P. Kaye ◽  
J. Douglas Coatsworth
Keyword(s):  
Achievement Goals ◽  
Social Cognitive ◽  
Latent Growth Curve ◽  
Latent Growth ◽  
External Regulation ◽  
Cognitive Influences ◽  
Mastery Avoidance ◽  
Avoidance Goals ◽  
Situational Motivation ◽  
Identified Regulation

The present research tested a model of social-cognitive influences on situational motivation (i.e., youths’ reasons for participating in sport at a given moment in time) via youths’ 2 × 2 achievement goals. Boys and girls (N = 165) participating in a summer swim league completed measures of their achievement goals and situational motivation on multiple occasions during a 6-week period; they also rated the coaching climate at the end of the season. All Situational Motivation Scale responses exhibited acceptable levels of longitudinal factorial invariance. Latent growth curve analyses revealed that intrinsic motivation and identified regulation did not appear to change over the course of the season; however, external regulation and amotivation increased significantly during that period. Youths’ perceptions of an avoidance-oriented coaching climate predicted corresponding residualized change in their own achievement goals over the season. Additionally, residualized change in youths’ mastery-avoidance goals (i.e., focus on avoiding self-referenced incompetence) was positively linked to the rate at which external regulation and amotivation scores changed.

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