Relationship of Player Status and Time of Season to Achievement Goals and Perceived Ability in Interscholastic Athletes

1993 ◽  
Vol 5 (3) ◽  
pp. 242-252 ◽  
Author(s):  
Linda M. Petlichkoff
Keyword(s):  
Achievement Goals ◽  
Age Groups ◽  
Goal Orientations ◽  
Group Differences ◽  
Achievement Goal Orientations ◽  
Perceived Ability ◽  
Interscholastic Sport ◽  
Level Of Satisfaction ◽  
Interscholastic Athletes ◽  
Relationship Of

The purpose of this investigation was to replicate and extend previous research (16) that examined group differences (starters, primary and secondary substitutes) on achievement goal orientations, perceived ability, and level of satisfaction. Athletes (N=417), ranging in age from 14 to 18 years, responded to an interscholastic sport questionnaire at preseason and postseason. Multivariate analyses revealed significant player status and time-of-season main effects for males, females, and age groups 14–15 years, 16 years, and 17–18 years. Follow-up analyses indicated that starters were significantly higher on their perceived ability rating than primary and secondary substitutes. Group differences also revealed there were player status differences on the ability and mastery goal orientations for males and females, and for 17- to 18-year-olds. The time main effect revealed that the mastery orientation decreased from the preseason to postseason assessment.

Group Differences on Achievement Goal Orientations, Perceived Ability, and Level of Satisfaction during an Athletic Season

1993 ◽  
Vol 5 (1) ◽  
pp. 12-24 ◽  
Author(s):  
Linda M. Petlichkoff
Keyword(s):  
Repeated Measures ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Initial Assessment ◽  
Group Differences ◽  
Achievement Goal Orientations ◽  
Psychological Constructs ◽  
Perceived Ability ◽  
Interscholastic Sport ◽  
Level Of Satisfaction

This study examined group differences among interscholastic sport participants (Le., starters, nonstarters, and survivors) on several psychological constructs. Specifically, achievement goal orientations, perceived ability, and costs/benefits of involvement were examined over the course of an interscholastic sport season. Athletes (N=249) responded to an Interscholastic Sport Questionnaire on three occasions during the season. The results from a doubly multivariate repeated-measures MANOVA revealed a significant Player Status × Time of Assessment interaction. Follow-up analyses for player status differences indicated that perceived ability contributed substantially to group differences. Specifically, starters rated their perceived ability higher than survivors at all three assessments, and higher than nonstarters at the initial assessment. For the time-of-season differences, only survivors differed significantly across the three assessments on the mastery and ability goal orientations, and level of satisfaction. Results indicated that the end-of-season assessments for survivors were lower on each measure than at both the tryout and prior-to-competition assessments.

Achievement Goal Orientations, Perceived Ability, and Sportspersonship in Youth Soccer

2002 ◽  
Vol 14 (2) ◽  
pp. 120-136 ◽  
Author(s):  
Pierre-Nicolas Lemyre ◽  
Glyn C. Roberts ◽  
Yngvar Ommundsen
Keyword(s):  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Youth Soccer ◽  
Perceived Ability

Orthogonality of Achievement Goals and Its Relationship to Beliefs about Success and Satisfaction in Sport

1996 ◽  
Vol 10 (4) ◽  
pp. 398-408 ◽  
Author(s):  
Glyn C. Roberts ◽  
Darren C. Treasure ◽  
Maria Kavussanu
Keyword(s):  
Achievement Goals ◽  
Significant Interaction ◽  
Multivariate Analyses ◽  
Goal Orientations ◽  
External Factors ◽  
Task Orientation ◽  
Achievement Goal Orientations ◽  
Significant Interaction Effect ◽  
Research Task ◽  
The Relationship

The present study examined the relationship between dispositional achievement goal orientations and satisfaction and beliefs about success in sport. Participants were 333 students who were administered the Perception of Success Questionnaire (POSQ) (Roberts & Balague, 1989,1991; Roberts, Treasure, & Balague, 1995), Beliefs about Success, and Satisfaction/Interest/Boredom Questionnaires (Duda & Nicholls, 1992). Consistent with theory (Nicholls, 1984, 1989) and previous research, task and ego goal orientations were found to be orthogonal. Following an extreme group split of the task and ego subscales of the POSQ, results of a 2 X 2 (High/Low Ego; High/Low Task) multivariate analyses of variance revealed a significant interaction effect between task and ego orientation. Specifically, participants high in ego and low in task orientation believed effort to be less a cause of success while high tasMow ego-oriented individuals were the least likely to attribute success to external factors. The findings are discussed in terms of their motivational implications for athletes.

Student Engagement in High School Physical Education: Do Social Motivation Orientations Matter?

2011 ◽  
Vol 30 (1) ◽  
pp. 84-98 ◽  
Author(s):  
Alex C. Garn ◽  
David R. Ware ◽  
Melinda A. Solmon
Keyword(s):  
High School ◽  
Physical Education ◽  
Social Interactions ◽  
Achievement Goals ◽  
Social Motivation ◽  
Goal Orientations ◽  
Goal Theory ◽  
Achievement Goal Orientations ◽  
High School Physical Education ◽  
Tenth Grade

High school physical education classes provide students with numerous opportunities for social interactions, but few studies have explored how social strivings impact class engagement. The purpose of this study was to investigate the relationships among 2 × 2 achievement goals, social motivation orientations, and effort in high school physical education classes using contemporary goal theory. A total of 105 ninth and tenth grade students reported their social motivation orientations, achievement goal orientations, and effort toward physical education. All four 2 × 2 achievement goals and three social motivation orientations had positive relationships with students’ self-reported effort in physical education. Further regression analysis revealed that mastery approach, performance avoidance, and social status goal orientations accounted for unique variance in explaining self-reported effort in high school physical education. Thus, students’ social strivings produce constructive outcomes in high school physical education and teachers who are able to promote healthy social climates can reap these benefits.

Motivational Antecedents of Precompetitive Anxiety in Youth Sport

1997 ◽  
Vol 11 (1) ◽  
pp. 24-42 ◽  
Author(s):  
Howard K. Hall ◽  
Alistair W. Kerr
Keyword(s):  
State Anxiety ◽  
Achievement Goals ◽  
Goal Orientations ◽  
Three Dimensions ◽  
Hierarchical Regression ◽  
Task Orientation ◽  
Perceived Ability ◽  
Motivational Constructs ◽  
Time Period ◽  
Measuring Achievement

The present investigation tested the conceptual links between goal orientations and achievement anxiety which have been suggested by Roberts (1986) and Dweck and Leggett (1988). One hundred and eleven junior fencers between the ages of 10 and 18 completed a series of questionnaires measuring achievement goals (TEOSQ), perceived ability and multidimensional state anxiety (CSAI-2) on four occasions prior to a regional fencing tournament. Hierarchical regression analyses indicated that perceived ability was a consistent predictor of all three dimensions of the CSAI-2 at each different time period. In addition, an ego orientation was found to contribute significantly to the prediction of cognitive anxiety on two occasions prior to competition. When goals assessed immediately before performing were entered as predictors of CSAI-2 dimensions, a task orientation was found to contribute to the prediction of both somatic anxiety and confidence. The findings also suggest that an awareness of an athlete’s achievement goals and perceived ability will allow coaches a more parsimonious understanding of the motivational antecedents of precompetitive anxiety than previous approaches which have considered other motivational constructs to be crucial antecedents of precompetitive affect (e.g., Swain & Jones, 1992).

Students’ possible selves and achievement goals: Examining personal and situational influences in Thailand

2017 ◽  
Vol 38 (4) ◽  
pp. 408-433 ◽  
Author(s):  
Ravinder Koul ◽  
John J. Sosik ◽  
Thanita Lerdpornkulrat
Keyword(s):  
Achievement Goals ◽  
Possible Selves ◽  
Goal Orientations ◽  
Survey Study ◽  
School Type ◽  
Achievement Goal Orientations ◽  
Situational Influences ◽  
Thai Students ◽  
Approach Orientation ◽  
And Performance

This survey study conducted in vocational and academic secondary schools investigated the association of 1,060 Thai students’ self-reports of mastery, performance-approach, and performance-avoidance goal orientations with the salience and content of their hoped-for possible selves reflecting existence, relatedness, and growth needs. Results of mixed-design MANCOVA indicated mastery orientation to be higher for students identifying possible selves reflecting growth or relatedness needs than existence needs as most salient, and performance-approach orientation to be higher for students identifying possible selves reflecting existence rather than growth needs as most salient. Also, school type interacted with students’ most salient possible selves reflecting existence, relatedness, or growth needs to relate to their achievement goal orientations. The results are discussed in terms of the classic person versus situation approach to the study of achievement goals in schools, and their implications for classroom and school administration.

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