Using Achievement Goals and Interest to Predict Learning in Physical Education
01 Jan 2007-Journal of Experimental Education (The University of North Carolina at Greensboro)-Vol. 75, Iss: 2, pp 89-108
TL;DR: In this article, the authors investigated the potential influence of mastery goal, performance-approach and avoidance approach goals, individual interest, and situational interest on students' learning in a physical education softball unit.
Abstract: On the basis of an integrated theoretical approach to achievement motivation, the authors designed this study to investigate the potential influence of mastery goal, performance-approach and avoidance-approach goals, individual interest, and situational interest on students' learning in a physical education softball unit. The authors collected and analyzed data from 6th graders (N = 177), using correlation and multiple regression analyses. The results revealed that the mastery goal was a significant predictor for the recognition of situational interest, although individual interest directly contributed to acquisition of knowledge and skill. The findings suggest a need for researchers to adopt an integrated theoretical framework to explore the complicated connection between achievement motivation and learning in physical education.
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TL;DR: The present research addresses this important multidisciplinary question by conducting a meta-analysis of existing empirical work and proposing a new conceptual model--the opposing processes model of competition and performance.
Abstract: What is the relation between competition and performance? The present research addresses this important multidisciplinary question by conducting a meta-analysis of existing empirical work and by proposing a new conceptual model--the opposing processes model of competition and performance. This model was tested by conducting an additional meta-analysis and 3 new empirical studies. The first meta-analysis revealed that there is no noteworthy relation between competition and performance. The second meta-analysis showed, in accord with the opposing processes model, that the absence of a direct effect is the result of inconsistent mediation via achievement goals: Competition prompts performance-approach goals which, in turn, facilitate performance; and competition also prompts performance-avoidance goals which, in turn, undermine performance. These same direct and mediational findings were also observed in the 3 new empirical studies (using 3 different conceptualizations of competition and attending to numerous control variables). Our findings provide both interpretational clarity regarding past research and conceptual guidance regarding future research on the competition-performance relation.
236 citations
01 Jan 2002
TL;DR: This article found that a high level of task orientation singularly or in combination with ego orientation fosters self-determined situational motivation in the context of physical education, while ego orientation was weakly related to less self determined motivation.
Abstract: BACKGROUND
Contemporary research suggests that task and ego achievement goal orientations affect students' intrinsic motivation in physical education. This research has assessed intrinsic motivation as a unidimensional contruct, however, which is inconsistent with the more contemporary postulates of self-determination theory (Deci & Ryan, 1985, 1991) which states that intrinsic motivation is only one type of motivation. To date, research has not addressed whether different types of motivation at the situational level are influenced by the proneness to adopt task or ego involvement.
AIMS
To examine the relationship between achievement goal orientations and multidimensional situational motivation in PE.
SAMPLE
Middle school children (182 male, 136 female; M age = 13.2 years).
METHOD
Responded to questionnaires assessing their dispositional goal orientation (POSQ; Roberts, Treasure, & Balague, 1998) and situational motivation (SIMS; Guay, Vallerand, & Blanchard, 2000) in PE.
RESULTS
Task orientation was found to be positively associated with more self-determined types of situational motivation. Ego orientation was weakly related to less self-determined motivation. An extreme group split was conducted to create four goal groups and goal profile analyses conducted. A significant MANOVA was followed by univariate analyses, post hoc comparisons, and calculated effect sizes, which revealed that groups high in task orientation reported more motivationally adaptive responses than groups low in task orientation.
CONCLUSIONS
The results suggest that a high level of task orientation singularly or in combination with ego orientation fosters self-determined situational motivation in the context of PE.
197 citations
TL;DR: In this paper, the influence of interesting decorative illustrations on immediate learning outcomes in geometry (near and far transfer) and on further learning was investigated in a pre-study (N ǫ=87 8th grade students).
125 citations
TL;DR: In this article, the authors investigated if and how girls' experiences and engagement are affected by a physical activity intervention program, "Fit for Girls", in a case study school in Scotland.
Abstract: Background: There is a significant amount of research which shows a proportion of girls are not engaging with physical education (PE) in school, resulting in a number of relatively inactive girls within the PE class. These girls are often identified in the literature as ‘low active’, ‘hard to reach’ or ‘disengaged’. Reasons for this ‘disengagement’ are often due to a combination of psychological, social and environmental barriers.Purpose: This research aimed to qualitatively explore the reasons for girls' disengagement in PE classes. By longitudinally tracking a sample of ‘disengaged girls’ from one case study school in Scotland, the study investigated if and how girls' experiences and engagement are affected by a physical activity (PA) intervention programme, ‘Fit for Girls’.Research design: A questionnaire was used to identify five disengaged girls for three phases of semi-structured individual interviews. These were to track changes in girls' engagement and experiences in the PE environment. Interviews...
119 citations
Cites background from "Using Achievement Goals and Interes..."
...Furthermore, interest in an activity is particularly important as there appears to be a strong link to knowledge and skill development in PE settings (Chen and Darst 2002; Shen and Chen 2006; Shen, Chen, and Guan 2007)....
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TL;DR: In this paper, a causal structural model was proposed to assess demotivation, burnout, mastery goal orientation, and perceptions of classroom activities in English-as-foreign language students.
Abstract: The present study aims at delving into English as foreign language students’ demotivation, burnout, mastery goal orientation, and perceptions of classroom activities. This is accomplished by building a causal structural model through which the associations among the constructs are estimated. The Persian version of the 'de-motivation scale’ designed by Sakai and Kichuki (System 37:57-69, 2009) is used to assess demotivation. It measures six constructs: teachers, characteristics of classes, experiences of failure, class environment, class materials, and lack of interest. To gauge burnout, student version of ‘Maslach Burnout Inventory’ (Schaufeli et al., Psychology, 33(5):464-481, 2002) is employed. It measures three dimensions of burnout, namely, emotional exhaustion, cynicism, and academic inefficacy. The Persian version of the ‘Students Perceptions of Classroom Activities’ scale designed by Gentry and Gable (My class activities: A survey instrument to assess students’ perceptions of interest, challenge, choice, and enjoyment in their classrooms, 2001) is utilized in determining student perceptions of their classes. The scale assesses four perceptions: interest, challenge, choice, and joy. Students’ goal orientation is measured by the translated version of ‘Achievement Goal Orientation Inventory’ designed by Midgley et al. (Contemporary Educational Psychology, 23 (2):113-31, 1998). The results display a good overall fit of the proposed model with the empirical data. In particular, demotivators positively and significantly predict student burnout and the two internal demotivators namely, ‘lack of interest’ and ‘experiences of failure’ negatively and significantly impact on student mastery goal orientation. The results also indicate that student burnout negatively and significantly predict student mastery goal orientation and positive perceptions of classroom activities. Student perceptions of interest and joy, on the other hand, positively and significantly play an important role in mastery goal orientation. Student perceptions and mastery goal orientation have positive effects on student achievement.
47 citations
Cites result from "Using Achievement Goals and Interes..."
...The aforementioned finding corresponds with the previous empirical studies (e.g., Dickinson, 1995; Church et al. 2001; McGregor & Elliot, 2002; Harackiewicz et al. 2002; Flum & Kaplan, 2006; Shen et al. 2007; Pekrun et al. 2009; Hulleman et al. 2010; Huang, 2011; Ghanizadeh & Jahedizadeh, 2015a)....
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4,226 citations
TL;DR: In this paper, a hierarchical model of approach and avoidance achievement motivation was proposed and tested in a college classroom and the results indicated that mastery goals were grounded in achievement motivation and high competence expectancies; performance-avoidance goals, in fear of failure and low competence expectation; and performance-approach goals were in ach.
Abstract: A hierarchical model of approach and avoidance achievement motivation was proposed and tested in a college classroom. Mastery, performance-approach, and performance-avoidance goals were assessed and their antecedents and consequences examined. Results indicated that mastery goals were grounded in achievement motivation and high competence expectancies; performance-avoidance goals, in fear of failure and low competence expectancies; and performance-approach goals, in ach.ievement motivation, fear of failure, and high competence expectancies. Mastery goals facilitated intrinsic motivation, performance-approach goals enhanced graded performance, and performanceavoidance goals proved inimical to both intrinsic motivation and graded performance. The proposed model represents an integration of classic and contemporary approaches to the study of achievement motivation. Achievement motivation is a ubiquitous feature of daily life. In the classroom, at the workplace, and on the ballfield individuals strive to be competent in their effortful activities. In the past decade, many theorists have utilized a social-cognitive, achievement goal approach in accounting for individuals' competence-relevant strivings. "Achievement goal" is commonly defined as the purpose of task engagement (Maehr, 1989), and the specific type of goal adopted is posited to create a framework for how individuals interpret, experience, and act in their achievement pursuits (Dweck, 1986; Nicholls, 1989). Achievement goal theorists commonly identify two distinct orientations toward competence: a performance goal focused on the demonstration of competence relevant to others, and a mastery goal focused on the development of competence and task mastery (Ames & Archer, 1987; for similar conceptualizations with different nomenclature see Dweck, 1986; NichoUs, 1984). The adoption of a performance goal is hypothesized to produce susceptibility to a "helpless" pattern of responses in achievement settings (e.g., a preference for easy or difficult tasks, withdrawal of effort in the face of failure, and decreased task enjoyment), whereas the adoption of a mastery goal is presumed to lead to a "mastery" motivational pattern (e.g., a preference for moderately challenging tasks, persistence in the face of failure, and enhanced task enjoyment; Ames, 1992; Dweck & Leggett, 1988; Nicholls, 1989). Most achievement goal theorists conceptualize both perfor
3,412 citations
"Using Achievement Goals and Interes..." refers background or methods in this paper
...Researchers have identified performance-approach and performanceavoidance goals as branches of performance goals (Elliot & Church, 1997)....
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...We used a 12-item achievement-goal questionnaire adapted from Elliot and Church (1997) to assess students’ adoption of mastery, performance-approach, and performance-avoidance achievement goals in the softball unit....
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TL;DR: In this paper, an argument is made for incorporating the distinction between approach and avoidance motivation into the performance-mastery dichotomy, and a revised, trichotomous framework of achievement goals comprising mastery, performance-approach, and performance-avoidance goals is described and reviewed.
Abstract: Achievement goal researchers and theorists have relied primarily on the distinction between performance goals and mastery goals in differentiating competence-based strivings. In this article, an argument is made for incorporating the distinction between approach and avoidance motivation into the performance-mastery dichotomy. Historical, theoretical, and empirical reasons for attending to the approach-avoidance distinction are offered, and a revised, trichotomous framework of achievement goals comprising mastery, performance-approach, and performance-avoidance goals is described and reviewed. This trichotomous framework is discussed in the broader context of a hierarchical model of achievement motivation that attends to the motivational foundation underlying achievement goals per se. Avenues for further theoretical development are also overviewed, including consideration of a mastery-avoidance goal construct.
2,690 citations
"Using Achievement Goals and Interes..." refers methods in this paper
...On the basis of emerging evidence in classroom research, using the trichotomous framework, researchers have demonstrated that this framework may better explain students’ motivation and learning than does the dual-goal (mastery and performance) construct (Church, Elliot, & Gable, 2001; Elliot, 1999)....
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TL;DR: In this article, a motivational science perspective on student motivation in learning and teaching contexts is developed that highlights three general themes for motivational research: the importance of a general scientific approach for research on student motivations, the utility of multidisciplinary perspectives, and importance of use-inspired basic research on motivation.
Abstract: A motivational science perspective on student motivation in learning and teaching contexts is developed that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinary perspectives, and the importance of use-inspired basic research on motivation. Seven substantive questions are then suggested as important directions for current and future motivational science research efforts. They include (1) What do students want? (2) What motivates students in classrooms? (3) How do students get what they want? (4) Do students know what they want or what motivates them? (5) How does motivation lead to cognition and cognition to motivation? (6) How does motivation change and develop? and (7) What is the role of context and culture? Each of the questions is addressed in terms of current knowledge claims and future directions for research in motivational science.
2,526 citations
"Using Achievement Goals and Interes..." refers background in this paper
...Adopting the integrated perspective (Pintrich, 2003), we examined the influence of trichotomous achievement goals (mastery, performance approach, and performance avoidance) and interests (individual and situational) on learning in physical education....
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...Achievement motivation is a complex process involving many factors such as interest and goals that influence behavioral responses (Pintrich, 2003)....
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TL;DR: In this article, the authors address the role of multiple mastery goals and performance goals in normative goal theory and research, and propose that performance goals may be adaptive for some outcomes under a revised goal theory perspective.
Abstract: Mastery goals have been linked to adaptive outcomes in normative goal theory and research; performance goals, to less adaptive outcomes. In contrast, approach performance goals may be adaptive for some outcomes under a revised goal theory perspective. The current study addresses the role of multiple
1,981 citations
"Using Achievement Goals and Interes..." refers background in this paper
...Researchers have suggested in classroom-based studies that performanceapproach goals are likely to have positive associations with learning achievement (Harackiewicz, Barron, Tauer, & Elliot, 2002; Pintrich, 2000)....
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