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.

scholarly journals Reliabity and Validity of the Trichotomous and 2×2 Achievement Goal Models in Turkish University Physical Activity Settings

2009 ◽  
Vol 22 (1) ◽  
pp. 77-82 ◽  
Author(s):  
Bulent Agbuga
Keyword(s):  
Physical Activity ◽  
Undergraduate Students ◽  
Achievement Goal ◽  
Cronbach’S Alpha ◽  
Goal Model ◽  
Activity Settings ◽  
Cronbach's Alpha ◽  
And Performance ◽  
Avoidance Goals ◽  
Goal Models

Reliabity and Validity of the Trichotomous and 2×2 Achievement Goal Models in Turkish University Physical Activity SettingsThe present research is designed to continue exploration of the reliability and validity of the 2 × 2 and trichotomous achievement goal frameworks in Physical Education Teacher Education (PETE) Turkish undergraduate physical activity courses. One hundred and fifty eight Turkish undergraduate students (116 males; 42 females) served as participants. They completed both the trichotomous and 2 × 2 achievement goal scales. Confirmatory factor analysis (CFA) was employed to examine and construct the validity of both the 2 × 2 and trichotomous achievement goal models. The results showed that the 2 × 2 achievement goal model represents an adequate fit to the data (X2/df = 1.66, CFI = 0.91, GFI = 0.93, NNFI = 0.89, and RMSEA = 0.06). Cronbach's alpha coefficients for the mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance goals were 0.65, 0.68, 0.72, and 0.60, respectively, indicating acceptable internal consistency. However, CFA analysis pointed out that the trichotomous achievement goal model provided a poor fit to the data (X2/df = 1.59, CFI = 0.85, GFI = 0.88, NNFI = 0.69, and RMSEA = 0.06), although Cronbach's alpha coefficients in the trichotomous achievement goal model indicated acceptable reliability (mastery goals = 0.70, performance-approach goals = 0.73, and performance-avoidance goals = 0.64). Results from the present study indicate that only the 2 × 2 achievement goal model provides a reliable and valid measure of achievement goals for Turkish undergraduate students.

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.

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 The effect of an in-school versus after-school delivery on students’ social and motivational outcomes in a technology-based physical activity program

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Lindley McDavid ◽  
Loran Carleton Parker ◽  
Weiling Li ◽  
Ann Bessenbacher ◽  
Anthony Randolph ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Activity Program ◽  
After School ◽  
Activity Program

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 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.

scholarly journals High School Adolescents’ Physical Activity and Physical Fitness: A 3 × 2 Achievement Goal Approach

2020 ◽  
Vol 12 (15) ◽  
pp. 6005
Author(s):  
Liang Shen ◽  
Joonyoung Lee ◽  
Changzhou Chen ◽  
Tao Zhang
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Fitness ◽  
Developmentally Appropriate ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Stepwise Multiple Regression ◽  
School Students ◽  
Avoidance Goals

Previous research evidence showed deficient physical activity (PA) and physical fitness (PF) performance levels among high school students. Personal goal orientations motivate their behavior; therefore, it is essential to discover high school students’ goal orientations in PA and PF. Guided by the latest 3 × 2 achievement goal model, we examined the influence of six goal orientations on PA and PF in high school students. A total of 792 high school students in China (54.5% girls; Mage = 16.93 ± 0.82) completed validated measurements assessing 3 × 2 goal orientations for PA and PF. Stepwise multiple regression analyses were used to analyze whether 3 × 2 achievement goal orientations significantly influenced the study variables. Other-approach, self-approach, and task-avoidance goals significantly predicted PA, and the 50-meter dash was predicted by other-approach and self-avoidance goals. The self-approach goal was the only significant predictor of the standing long jump. In conclusion, fostering self- and other-approach-oriented environments with developmentally appropriate content in physical education may have implications for enhancing high school students’ PA and PF.

scholarly journals The National After-School Athletics Program Participation as a Tool to Reduce the Risk of Obesity in Adolescents after One Year of Intervention: A Nationwide Study

2019 ◽  
Vol 16 (3) ◽  
pp. 405 ◽  
Author(s):  
Dominika Głąbska ◽  
Dominika Guzek ◽  
Blanka Mellová ◽  
Katarzyna Zadka ◽  
Katarzyna Żywczyk ◽  
...  
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Body Mass ◽  
The Body ◽  
Physical Activity Program ◽  
Impedance Method ◽  
After School ◽  
Nutritional Education ◽  
Activity Program ◽  
One Year

Regular exercise during school hours is encouraged; however many children and adolescents fail to meet the recommendations during this time. Extracurricular activities may be a more appealing way for youth to achieve guidelines, and it is recommended that they attend two sessions each week. The aim of the study was to assess the influence of participation in a national physical activity program accompanied by nutritional education for trainers on the risk of obesity and body composition in a nationwide sample of boys and girls, after one year of intervention. The #goathletics Study was conducted in a group of 1014 adolescents aged 12–13: 507 individuals for the Athletics for All program (210 boys, 297 girls) and 507 pair-matched individuals not participating in any physical activity program (matching including: gender, age, city of residence). The body mass (kg), Body Mass Index (BMI) (kg/m2), waist circumference (WC) (cm), waist-to-height ratio (WHtR) (-) and body composition (%) (measured using bioelectrical impedance method) were compared in a gender-related sub-groups using t-Student test (for parametric distributions) or Mann-Whitney U test (for nonparametric distributions) and chi2 test (for the share of sub-groups). After one year of intervention, lower body mass percentile, BMI percentile, WC, WHtR and fat mass share, higher muscle mass share, as well as lower frequency of overweight/obesity and abdominal fat distribution were observed both for boys and girls participating in the physical activity intervention compared to the pair-matched controls. The after-school physical activity program accompanied by nutritional education for trainers may be a highly effective method for reducing the risk of obesity both for boys and girls, as regular participation is ensured.

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