scholarly journals Examination of the 3x2 Achievement Goal Model in Collegiate Recreation: Comparison Across Sport Programs

2016 ◽  
Author(s):  
Leeann M. Lower ◽  
Brian A. Turner
Keyword(s):  
Achievement Goals ◽  
Theoretical Models ◽  
The United States ◽  
Achievement Goal ◽  
Goal Theory ◽  
Goal Model ◽  
Recreational Sport ◽  
Post Secondary ◽  
Post Secondary Institution ◽  
Achievement Contexts

Sport is a central achievement context through which participants’ direct competence-related behavior to achieve desired outcomes. Achievement goal theory provides a framework for understanding self-directed behavior in achievement contexts. Theorists postulate that achievement goals reflect one’s purpose and anticipated outcomes which guide behavior. To assess this psychological construct, several achievement goal measures have been developed, from a dichotomous model (Nicholls, 1989) to the most recent 3x2 model (Elliot, Murayama, & Pekrun, 2011). In the present research, the 3x2 achievement goal model (i.e., task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) was translated for the collegiate recreational sport domain and tested against alternative theoretical models. A questionnaire was developed and administered to recreational sport participants (N = 614) at a large, post-secondary institution in the United States. Using confirmatory factor analysis (CFA), the researchers found the 3x2 model to provide a better fit than the alternative theoretical models. These findings support the most recent theoretical advancement of the achievement goal construct. Through use of multivariate analysis of variance, significant differences across the six achievement goals were found between intramural and sport club participants. These results have implications for researchers and recreational sport practitioners seeking to measure and understand the motivational differences across sport participants.

Developing Physically Literacy in K-12 Physical Education Through Achievement Goal Theory

2017 ◽  
Vol 36 (3) ◽  
pp. 292-302 ◽  
Author(s):  
Jiling Liu ◽  
Ping Xiang ◽  
Jihye Lee ◽  
Weidong Li
Keyword(s):  
Physical Education ◽  
Achievement Goals ◽  
Behavioral Outcomes ◽  
Theoretical Models ◽  
Achievement Goal ◽  
Achievement Goal Theory ◽  
Future Research ◽  
Goal Theory ◽  
Physical Educators ◽  
K 12

The goal of physical education is to instill physical literacy within students. As an important motivation framework, achievement goal theory has been widely used to understand and explain students’ cognitive, affective, and behavioral outcomes. In this paper, we reviewed studies examining achievement goals and outcomes in K-12 physical education settings. First, we provide a brief review of the historical development of the achievement goal theoretical models (the dichotomous model, the trichotomous model, the 2 × 2 model, and the 3 × 2 model). Then, we synthesize consequences, antecedents, and interactive factors of each achievement goal construct as well as the influences of gender, age, and culture on students’ achievement goals. Finally, we discuss implications for practice and future research. We hope our review can inform physical educators and researchers and assist the application of achievement goal theory into practice.

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 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.

Grey Matters

2015 ◽  
Vol 44 (2) ◽  
pp. 8-10
Author(s):  
Sarah Haynes
Keyword(s):  
United States ◽  
North America ◽  
Tibetan Buddhism ◽  
The United States ◽  
Post Secondary ◽  
Religious Traditions ◽  
Research And Teaching ◽  
Post Secondary Institution ◽  
East West

In my 2013 Bulletin blog post on the categorization of religious traditions as eastern or western I focused on my work as an academic studying Tibetan Buddhism in North America and my experiences teaching eastern religions to students at a post-secondary institution in the United States. Expanding on my earlier contribution, here I focus my attention on the challenges and responses related to the east/west taxonomies in the context of my research and teaching.

Autonomous and controlled reasons underlying achievement goals: Implications for the 3 × 2 achievement goal model in educational and work settings

2015 ◽  
Vol 39 (6) ◽  
pp. 858-875 ◽  
Author(s):  
Nicolas Gillet ◽  
Marc-André K. Lafrenière ◽  
Tiphaine Huyghebaert ◽  
Evelyne Fouquereau
Keyword(s):  
Achievement Goals ◽  
Achievement Goal ◽  
Goal Model ◽  
Work Settings

scholarly journals The Russian Version of the Educational Achievement Goal Questionnaire: Development, Validation and Research of Functionality

2021 ◽  
Vol 26 (5) ◽  
pp. 67-84
Author(s):  
M.G. Nikitskaya ◽  
I.L. Uglanova
Keyword(s):  
Educational Achievement ◽  
Questionnaire Development ◽  
Achievement Goal ◽  
Academic Disciplines ◽  
Learning Activity ◽  
Goal Theory ◽  
Goal Model ◽  
Specific Subject ◽  
Educational Achievements ◽  
Russian Version

The paper presents results of a study (N=280) aimed at adaptation, modification and validation of the Russian version of the Achievement Goal Questionnaire based on the 3x2 model of Elliot’s achievement goal theory. We address the issue of the functionality of the application of the methodology in the study of the goals of educational achievements: in studies in general, or for a specific subject. The study shows that the adapted questionnaire demonstrates satisfactory psychometric properties in terms of reproducing the expected factor structure and functioning of individual statements of the questionnaire. According to the results obtained, the group of goals presented in the student’s learning activity differs in severity for different academic disciplines and for learning in general. According to the results obtained, the group of goals presented in the student’s learning activity differs in severity for different academic disciplines and for learning in general. We conclude that the questionnaire can be used for exploring the goals of educational achievements as for specific subjects, as for learning in general. A modified Russian version of the Achievement Goal Questionnaire based on the 3x2 achievement goal model is attached to the article.

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