Achievement Goal Theory

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Joan L Duda - One of the best experts on this subject based on the ideXlab platform.

  • initial validation of the coach created empowering and disempowering motivational climate questionnaire edmcq c
    Psychology of Sport and Exercise, 2016
    Co-Authors: Paul R Appleton, Nikos Ntoumanis, Eleanor Quested, Carme Viladrich, Joan L Duda
    Abstract:

    Abstract This article employs Duda's (2013) hierarchical conceptualization of the coach-created motivational climate to inform the validation of a questionnaire (Empowering and Disempowering Motivational Climate Questionnaire-Coach; EDMCQ-C) that assesses junior athletes' perceptions of the social environmental dimensions proposed by Achievement Goal Theory and self-determination Theory. Confirmatory factor analyses (CFA) were initially employed to reduce the number of items required to measure the targeted climate dimensions. A series of competing models were then tested to determine the best representation of the questionnaire's factor structure. The findings revealed that exploratory structural equation modelling (ESEM) provided a better fit of the data to the hypothesised model than CFA solutions. Specifically, the bi-factor ESEM provided the best fit, although parameter estimates suggest that none of the ESEM solutions replicated the underlying theoretical model of the motivational climate proposed by Duda (2013). The evidence from this study suggests that the EDMCQ-C is a promising, parsimonious questionnaire to assess empowering and disempowering facets of the motivational climate albeit the development of the questionnaire remains a work in progress.

  • development and validation of the multidimensional motivational climate observation system
    Journal of Sport & Exercise Psychology, 2015
    Co-Authors: Nathan Smith, Philippe Sarrazin, Athanasios Papaioannou, Paul R Appleton, Eleanor Quested, Damien Tessier, Yannis Tzioumakis, Joan L Duda
    Abstract:

    This article outlines the development and validation of the Multidimensional Motivational Climate Observation System (MMCOS). Drawing from an integration of the dimensions of the social environment emphasized within Achievement Goal Theory and self-determination Theory (as assumed within Duda’s [2013] conceptualization of “empowering” and “disempowering” climates), the MMCOS was developed to enable an objective assessment of the coach-created motivational environment in sport. Study 1 supported the initial validity and reliability of the newly developed observation system. Study 2 further examined the interobserver reliability and factorial structure of the MMCOS. Study 3 explored the predictive validity of the observational system in relation to athletes’ reported basic psychological need satisfaction. Overall, the results of these studies provide preliminary support for the inter- and intraobserver reliability, as well as factorial and predictive validity of the MMCOS. Suggestions for the use of this ob...

  • how to achieve in elite training centers without burning out an Achievement Goal Theory perspective
    Psychology of Sport and Exercise, 2013
    Co-Authors: Sandrine Isoardgautheur, Emma Guilletdescas, Joan L Duda
    Abstract:

    Abstract In training centers, the demonstration of high competence is essential and there is considerable emphasis placed on sporting Achievement. Athlete burnout can be a consequence of such pressures and expectations. More information is needed regarding the social, environmental and individual differences in Achievement-related characteristics which are relevant to the occurrence of burnout in this context. Objectives To examine the relationships among the coach-created climate, perceived competence, Achievement Goals and burnout in elite adolescent-age athletes. Design Prospective six-month-follow-up. Methods Data were collected from a sample of 309 young French handball players participating in elite training centers. Cluster analysis and structural equation modeling procedures were employed to evaluate the hypotheses. Results Comprised of differential scores on the dimensions of burnout, four distinct clusters were identified. Athletes in these cluster groups varied in perceptions of the motivational climate, Goal orientations, and perceived competence. The structural model regarding the hypothesized relationships between perceived coach climate, perceived competence, Achievement Goals and athlete burnout, offered good fit to the data. Conclusions Findings indicated that young talented athletes perceiving an ego-involving climate and emphasizing mastery avoidance Goals at the beginning of the season had a higher risk of experiencing burnout symptoms at the season's end. In contrast, players perceiving a high task-involving climate and emphasizing mastery approach Goals at the beginning of the season had lower burnout scores when the season concluded. Moreover, players with high feelings of competence, who also report higher scores on performance approach and avoidance Goals, higher scores on mastery approach Goals and lower scores on mastery avoidance Goals, are less likely to experience burnout.

  • the motivational climate perceived ability and athletes psychological and physical well being
    Sport Psychologist, 2004
    Co-Authors: Michael Reinboth, Joan L Duda
    Abstract:

    Grounded in Achievement Goal Theory (Nicholls, 1989), the purpose of this study was to examine the relationship of the perceived motivational climate and perceptions of ability to indices of psychological and physical well-being among male adolescents taking part in team sports. Participants were 265 adolescent soccer and cricket players. Reported self-esteem was the lowest among low perceived ability athletes participating in an environment that was perceived to be high in its ego-involving features, but high among athletes perceiving a highly task-involving environment regardless of their perceptions of competence. Contingent self-esteem, physical exhaustion, and reported physical symptoms were positively predicted by perceptions of an ego-involving climate. The results suggest that an examination of variations in the perceived motivational climate may provide further insight into whether sport participation can be health promotive or potentially damaging to athletes’ welfare.

Ping Xiang - One of the best experts on this subject based on the ideXlab platform.

  • developing physically literacy in k 12 physical education through Achievement Goal Theory
    Journal of Teaching in Physical Education, 2017
    Co-Authors: Jiling Liu, Ping Xiang, Jihye Lee
    Abstract:

    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.

  • testing the mediating role of perceived motivational climate in the relationship between Achievement Goals and satisfaction are these relationships invariant across sex
    Journal of Teaching in Physical Education, 2008
    Co-Authors: George B Cunningham, Ping Xiang
    Abstract:

    Guided by Achievement Goal Theory, the current study examined whether perceived motivational climate mediated the relationship between Achievement Goals and satisfaction with physical activity among college students, as well as whether this mediation differed by sex. Participants (N = 304) completed questionnaires assessing their Achievement Goals, perceived motivational climate, and satisfaction with physical activity. Perceptions of a mastery-focused climate were found to be a mediator of the relationship between mastery Goals and satisfaction. The mediating role of perceived motivational climate did not differ based on the sex of the student. Collectively, results of this study support the view that mastery Goals and perceived mastery climate are motivationally beneficial to students in the physical activity domain.

  • Fourth-Grade Students' Motivational Changes in an Elementary Physical Education Running Program
    Research Quarterly for Exercise and Sport, 2006
    Co-Authors: Ping Xiang, Ron E Mcbride, April Bruene
    Abstract:

    Achievement Goal Theory and the expectancy-value model of Achievement choice were used to examine fourth-grade students' motivational changes in an elementary physical education running program. In fall and spring of the school year, participants (N = 113; 66 boys, 47 girls) completed questionnaires assessing Achievement Goals, expectancy beliefs, subjective task values, and intention for future running participation. They also completed a timed 1-mile (1.6 km) run. The number of laps they ran/walked during the school year was used to assess students' persistence/effort. Results indicated the students improved their run but became less motivated about running while participating in a year-long running program. Children's beliefs about how good they were in the running program (i.e., expectancy beliefs) and their perceptions of how interesting and fun it was (i.e., interest) emerged as the strongest positive predictors of their motivation for running over time. These findings provide strong empirical evide...

  • using Achievement Goal Theory to assess an elementary physical education running program
    Journal of School Health, 2004
    Co-Authors: Ping Xiang, April Bruene, Ron E Mcbride
    Abstract:

    Using Achievement Goal Theory as a theoretical framework, this study examined an elementary physical education running program called Roadrunners and assessed relationships among Achievement Goals, perceived motivational climate, and student Achievement behavior. Roadrunners promotes cardiovascular health, physical active lifestyles, and mastery behaviors such as persistence and effort. Students were required to run/walk once a week during the school year in their regularly scheduled physical education classes. Participants included 116 fourth graders (67 boys, 49 girls), who participated in Roadrunners since kindergarten. Near the end of spring semester, students completed a 36-item questionnaire assessing Achievement Goals and perceived motivational climate of Roadrunners. Student persistence/effort was assessed by the number of run/walk laps over the year-long program. Performance was measured by a timed, one-mile run. Results revealed the mastery Goal related positively to student persistence/effort for Roadrunners and to their one-mile run performance. Interaction between the mastery Goal and perception of a mastery-focused climate emerged as a positive predictor of student one-mile run performance. Results provided additional empirical support for mastery Goals and perceptions of a mastery-focused climate as beneficial to student motivation and learning.

  • motivational climates in ten teachers elementary physical education classes an Achievement Goal Theory approach
    Elementary School Journal, 2003
    Co-Authors: Ping Xiang, Ron E Mcbride, Melinda A Solmon
    Abstract:

    Using Achievement Goal Theory as a theoretical framework, in this study we identified and described motivational climates in second- and fourth-grade elementary physical education classes. Participants were 10 physical education specialists from 6 schools and their intact second- and fourth-grade classes. Videotaping of teachers (4 lessons per teacher) and teacher and student interviews and questionnaires were used for data collection. The data revealed that, for the majority of lessons at both grades, the teachers provided students with a variety of activities, made learning meaningful, recognized and evaluated students based on effort/mastery, used heterogeneous grouping, and provided sufficient practice time. All these are mastery-focused practices. The teachers, however, recognized/evaluated students in public ways more often than privately and seldom allowed students choices in their own learning, characteristics of a performance-focused climate. Taken together, the findings indicated that the motiva...

Nikos Ntoumanis - One of the best experts on this subject based on the ideXlab platform.

  • initial validation of the coach created empowering and disempowering motivational climate questionnaire edmcq c
    Psychology of Sport and Exercise, 2016
    Co-Authors: Paul R Appleton, Nikos Ntoumanis, Eleanor Quested, Carme Viladrich, Joan L Duda
    Abstract:

    Abstract This article employs Duda's (2013) hierarchical conceptualization of the coach-created motivational climate to inform the validation of a questionnaire (Empowering and Disempowering Motivational Climate Questionnaire-Coach; EDMCQ-C) that assesses junior athletes' perceptions of the social environmental dimensions proposed by Achievement Goal Theory and self-determination Theory. Confirmatory factor analyses (CFA) were initially employed to reduce the number of items required to measure the targeted climate dimensions. A series of competing models were then tested to determine the best representation of the questionnaire's factor structure. The findings revealed that exploratory structural equation modelling (ESEM) provided a better fit of the data to the hypothesised model than CFA solutions. Specifically, the bi-factor ESEM provided the best fit, although parameter estimates suggest that none of the ESEM solutions replicated the underlying theoretical model of the motivational climate proposed by Duda (2013). The evidence from this study suggests that the EDMCQ-C is a promising, parsimonious questionnaire to assess empowering and disempowering facets of the motivational climate albeit the development of the questionnaire remains a work in progress.

  • comparing dichotomous and trichotomous approaches to Achievement Goal Theory an example using motivational regulations as outcome variables
    British Journal of Educational Psychology, 2007
    Co-Authors: Vassilis Barkoukis, Nikos Ntoumanis, Nikitas Nikitaras
    Abstract:

    Background. It is commonly assumed that there is conceptual equivalence between the task and ego Achievement Goals proposed by Nicholl's (1989) dichotomous Achievement Goal Theory (Nicholls, 1989), and the mastery and performance approach Goals advanced by Elliot's (1997) trichotomous hierarchical model of approach and avoidance Achievement motivation. Aims. Our study examined whether this conceptual equivalence is reflected in measurement equivalence by examining the factorial structure and predictive validity of two established questionnaires that assess Achievement Goals based on Nicholl's and Elliot's approaches to Achievement motivation. Sample. Greek adolescents (N=336, M age=13.45 years, SD=1.04). Measures. The participants completed the Task and Ego Orientation in Sport Questionnaire (Duda & Nicholls, 1992), the Approach – Avoidance Achievement Goals Questionnaire (Elliot & Church, 1997) and a Physical Education (PE) version of the Self-Regulation Questionnaire (Goudas, Biddle, & Fox, 1994). Results. Confirmatory factor analyses of a number of competing models showed that a model with five correlated independent factors had the best fit. This finding suggests that the Goals measured by the two Achievement Goal questionnaires are related, although independent constructs. However, hierarchical regression analyses predicting regulatory styles in PE showed quite a substantial overlap between the mastery and performance approach Goals proposed by Elliot (1997), and the task and ego Goals, respectively, advanced by Nicholls (1989). Conclusions. Taken together, our results indicate that the self-referenced and comparative1 Goals of the TEOSQ and AAGQ are substantially related, to the extent that they have minimal unique predictive validity; however, they are not identical constructs.

Paul R Pintrich - One of the best experts on this subject based on the ideXlab platform.

  • current issues in Achievement Goal Theory and research
    International Journal of Educational Research, 2003
    Co-Authors: Paul R Pintrich, Annemarie Conley, Toni M Kempler
    Abstract:

    Abstract This article focuses on three general areas of research on Achievement Goal Theory, including the definition and role of Achievement Goals, the role of contextual Goals and factors, and the measurement and induction of Goals. Issues regarding the definition of Achievement Goals include the generality of the approach/avoid dimension and the consequences of adopting multiple Goals. Contextual issues center around the processing of classroom information related to Goal adoption and the role of Goals in collaborative learning groups. Measurement issues include questions about the measurement of Achievement Goal orientations, measuring Goals in context, and the validity of contextual Goal measures.

  • revision of Achievement Goal Theory necessary and illuminating
    Journal of Educational Psychology, 2002
    Co-Authors: Judith M Harackiewicz, Paul R Pintrich, Kenneth E Barron, Andrew J Elliot, Todd M Thrash
    Abstract:

    C. Midgley et al. (2001) raised important questions about the effects of performance-approach Goals. The present authors disagree with their characterization of the research findings and implications for Theory. They discuss 3 reasons to revise Goal Theory: (a) the importance of separating approach from avoidance strivings, (b) the positive potential of performance-approach Goals, and (c) identification of the ways performance-approach Goals can combine with mastery Goals to promote optimal motivation. The authors review Theory and research to substantiate their claim that Goal Theory is in need of revision, and they endorse a multiple Goal perspective. The revision of Goal Theory is underway and offers a more complex, but necessary, perspective on important issues of motivation, learning, and Achievement. In tins response. the authors dispel interpretation of their critical review of research on performance-approach Goals as support for a dichotomous perspective of Achievement Goal Theory. Second, the authors challenge the suggestion that accepting recent research findings and adopting a multiple Goals perspective constitutes a theoretical revision of the assumption that mastery Goals are always good and performance Goals are always bad (J. M. Harackiewicz. K. E. Barron, P. R. Pintrich, P. R. Elliot, & T. M. Thrash. 2002, p. 643). The authors make a distinction between developments that contribute to the explanatory power of the Theory and value-laden interpretations of Theory and research. The authors argue that phrasing the latter in terms of the former is misleading and that it masks the necessity for a critical discussion over the desired purposes in different types of Achievement contexts.

  • Achievement Goal Theory and affect an asymmetrical bidirectional model
    Educational Psychologist, 2002
    Co-Authors: Elizabeth A Linnenbrink, Paul R Pintrich
    Abstract:

    This article discusses the research on the relations between Achievement Goals and develops a conceptual model based on a review of extant literature. The model distinguishes between moods and emotions and the relative roles of perceived classroom Goal structures and personal Goals. In this article, it is suggested that the relation between Achievement Goals and affect is asymmetrical and bidirectional. However, given differences in the conceptualization and measurement of affect, the empirical findings are somewhat inconsistent and difficult to interpret in some studies. Thus, there is a clear need for more research on the dynamics of Achievement Goals and affect in classroom settings.

  • an Achievement Goal Theory perspective on issues in motivation terminology Theory and research
    Contemporary Educational Psychology, 2000
    Co-Authors: Paul R Pintrich
    Abstract:

    There are a number of important issues raised by Murphy and Alexander in the lead article of this issue. In this response, four general issues are discussed in light of current research and Achievement Goal Theory. The four issues include: (1) the general definition and theoretical clarity of motivational constructs, (2) the accessibility and consciousness of motivational beliefs, (3) the interdependent or independent nature of the relations between motivational constructs, and (4) the stability of motivation over time, domains, and contexts. These issues are considered in the context of current Achievement Goal Theory research with the hope that the discussion will help to clarify the four issues for both motivational Theory and research in general as well as for specific theoretical and empirical efforts within Goal Theory research.

Paul R Appleton - One of the best experts on this subject based on the ideXlab platform.

  • initial validation of the coach created empowering and disempowering motivational climate questionnaire edmcq c
    Psychology of Sport and Exercise, 2016
    Co-Authors: Paul R Appleton, Nikos Ntoumanis, Eleanor Quested, Carme Viladrich, Joan L Duda
    Abstract:

    Abstract This article employs Duda's (2013) hierarchical conceptualization of the coach-created motivational climate to inform the validation of a questionnaire (Empowering and Disempowering Motivational Climate Questionnaire-Coach; EDMCQ-C) that assesses junior athletes' perceptions of the social environmental dimensions proposed by Achievement Goal Theory and self-determination Theory. Confirmatory factor analyses (CFA) were initially employed to reduce the number of items required to measure the targeted climate dimensions. A series of competing models were then tested to determine the best representation of the questionnaire's factor structure. The findings revealed that exploratory structural equation modelling (ESEM) provided a better fit of the data to the hypothesised model than CFA solutions. Specifically, the bi-factor ESEM provided the best fit, although parameter estimates suggest that none of the ESEM solutions replicated the underlying theoretical model of the motivational climate proposed by Duda (2013). The evidence from this study suggests that the EDMCQ-C is a promising, parsimonious questionnaire to assess empowering and disempowering facets of the motivational climate albeit the development of the questionnaire remains a work in progress.

  • development and validation of the multidimensional motivational climate observation system
    Journal of Sport & Exercise Psychology, 2015
    Co-Authors: Nathan Smith, Philippe Sarrazin, Athanasios Papaioannou, Paul R Appleton, Eleanor Quested, Damien Tessier, Yannis Tzioumakis, Joan L Duda
    Abstract:

    This article outlines the development and validation of the Multidimensional Motivational Climate Observation System (MMCOS). Drawing from an integration of the dimensions of the social environment emphasized within Achievement Goal Theory and self-determination Theory (as assumed within Duda’s [2013] conceptualization of “empowering” and “disempowering” climates), the MMCOS was developed to enable an objective assessment of the coach-created motivational environment in sport. Study 1 supported the initial validity and reliability of the newly developed observation system. Study 2 further examined the interobserver reliability and factorial structure of the MMCOS. Study 3 explored the predictive validity of the observational system in relation to athletes’ reported basic psychological need satisfaction. Overall, the results of these studies provide preliminary support for the inter- and intraobserver reliability, as well as factorial and predictive validity of the MMCOS. Suggestions for the use of this ob...