Achievement goals, social goals, and students' reported persistence and effort in high school physical education

Journal of Teaching in Physical Education

Volumn 25, Issue 1, 2006, Pages 58-74

  Guan, Jianmin ^a   Xiang, Ping ^b   McBride, Ron ^b   Bruene, April ^b  

^a UNIVERSITY OF TEXAS AT SAN ANTONIO   (United States)

^b TEXAS A AND M UNIVERSITY   (United States)

Author keywords

Achievement goals; High school; Physical education; Social goals

Indexed keywords

EID: 33646393243     PISSN: 02735024     EISSN: 15432769     Source Type: Journal    
DOI: 10.1123/jtpe.25.1.58     Document Type: Article

References (57)

1. Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A motivational analysis. In R. Ames & C. Ames (Eds.), Research on motivation in education (Vol. 1, pp. 177-207). San Diego, CA: Academic.
2. Ames, C. (1992a). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
3. Ames, C. (1992b). Achievement goals and classroom motivational climate. In J. Meece & D. Schunk (Eds.), Students' perceptions in the classroom (pp. 327-348). Hillsdale, NJ: Erlbaum.
4. Blumenfeld, P.C. (1992). Classroom learning and motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84, 272-281.
5. Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation on self-regulation and performance among college students. British Journal of Educational Psychology, 65, 317-329.
6. Butler, R. (1992). What young people want to know when: Effects of mastery and ability goals on interest in different kinds of social comparisons. Journal of Personality and Social Psychology, 62, 934-943.
7. Chen, A. (2001). A theoretical conceptualization for motivation research in physical education: An integrated perspective. Quest, 53, 35-58.
8. Conroy, D.E., Elliot, A.J., & Hofer, S.M. (2003). A 2 × 2 achievement goals questionnaire for sport: Evidence for factorial invariance, temporal stability, and external validity. Journal of Sport Psychology, 25, 456-476.
9. Covington, M. V. (1984). The motive for self worth. In R. Ames & C. Ames (Eds.), Research on motivation in education: Student motivation (Vol. 1, pp. 77-113). San Diego, CA: Academic.
10. Duda, J.L. (2001). Achievement goal research in sport: Pushing the boundaries and clarifying some misunderstandings. In G.C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 129-182). Champaign, IL: Human Kinetics.
11. Dunn, J.C. (2000). Goal orientations, perceptions of the motivational climate, and perceived competence of children with movement difficulties. Adapted Physical Activity Quarterly, 11, 1-19.
12. Dweck, C. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
13. Dweck, C. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.
14. Dweck, C., & Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 2, 256-273.
15. Elliot, A.J. (1997). Integrating the "classic" and "contemporary" approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In M. Maehr & P. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 243-279). Greenwich, CT: JAI Press.
16. Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
17. Elliot, A.J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
18. Elliot, A.J., & Harachiewicz, J. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
19. Elliot, A.J., & McGregor, H.A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
20. Elliot, A.J., McGregor, H.A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563.
21. Elliot, E.S., & Dweck, C.S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
22. Ford, M.E. (1992). Motivating humans: Goals, emotions, and personal agency. Newbury Park, CA: Sage.
23. Harackiewicz, J., & Elliot, A. (1993). Achievement goals and intrinsic motivation. Journal of Personality and Social Psychology, 65, 904-915.
24. Hart, S. (1981). A new self-reported scale of intrinsic versus extrinsic orientation in the classroom: Motivation and informational components. Developmental Psychology, 17, 300-312.
25. Hastie, P.A., & Pickwell, A. (1996). Take your partner: A description of a student social system in a secondary school dance class. Journal of Teaching in Physical Education, 15, 171-187.
26. Heckhausen, H. (1991). Motivation and action. New York: Springer-Verlag.
27. Hicks, L. (1996, March). Changes and stability in social andacademic goals during junior high school. Paper presented at the meeting of the Society for Research in Adolescence, Boston, MA.
28. Hicks, L., Murphy, A.M., & Patrick, H. (1995, April). Social goals and achievement goals in early adolescence. Poster presented at the annual conference of the American Educational Research Association, San Francisco, CA.
29. MacIver, D., Stipek, D., & Daniels, D. (1991). Explaining within-semester changes in student effort in junior high school and senior high school courses. Journal of Educational Psychology, 83, 201-211.
30. Maehr, M.L. (1989). Thoughts about motivation. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 299-315). New York: Academic.
31. Maehr, M.L., & Nicholls, J.G. (1980). Culture and achievement motivation: A second look. In N. Warren (Ed.), Studies in cross cultural psychology (pp. 221-267). New York: Academic.
32. Meece, J.L., Blumenfeld, P.C., & Hoyle, R.H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
33. Miller, R.B., Greene, B.A., Montalvo, G.P., Ravindran, B., & Nichols, J.D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21, 388-422.
34. Nicholls, J.G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
35. Olson,C.L. (1979). Practical considerations in choosing a MANOVA test statistic: A rejoinder to Stevens. Psychological Bulletin, 86, 1350-1352.
36. Parker, J.G., & Asher, S.R. (1987). Peer relations and later personal adjustment are low-accepted children at risk? Psychological Bulletin, 102, 357-389.
37. Patrick, H., Hicks, L., & Ryan, A.M. (1997). Relations of perceived social efficacy and social goal pursuit to self-efficacy for academic work. Journal of Early Adolescence, 17, 109-128.
38. Pintrich, P.R., Simith, D., Garcia, T., & McKeachie, W.J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
39. Roberts, G.C. (2001). Understanding the dynamics of motivation in physical activity: The influence of achievement goals on motivational processes. In G.C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 1-50). Champaign, IL: Human Kinetics.
40. Ryan, A.M., Hicks, L., & Midgley, C. (1997). Social goals, academic goals, and avoiding seeking help in the classroom. Journal of Early Adolescence, 17, 152-171.
41. Sallis, J.F., & McKenzie, T.L. (1991). Physical education's role in public health. Research Quarterly for Exercise and Sport, 62, 124-137.
42. Scantling, E., Stand, B., Lackey, D., & McAleese, W. (1995). An analysis of physical education avoidance. Physical Educator, 52, 197-202.
43. Shen, B., Chen, A., Tolley, H., & Scrabis, K. A. (2003). Gender and interest-based motivation in learning dance. Journal of Teaching in Physical Education, 22, 396-409.
44. Shepherd, R.J., & Trudeau, F. (2000). The legacy of physical education: Influences on adult lifestyle. Pediatric Exercise Science, 12, 34-50.
45. Smith, M., Duda, J., Allen, J., & Hall, H. (2002). Contemporary measures of approach and avoidance goal orientations: Similarities and differences. British Journal of Educational Psychology, 72, 155-190.
46. Tabachnick, B.G., & Fidell, L.S. (1996). Using multivariate statistics (3rd ed.). New York: HarperCollins.
47. Treasure, D.C., & Roberts, G.C. (1994). Perception of success questionnaire: Preliminary validation in an adolescent population. Perceptual and Motor Skills, 79, 607-610.
48. Urdan, T.C., & Maehr, M.L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research, 65, 213-243.
49. U.S. Department of Health and Human Services (1996). Physical Activity and Health: A Report of the Surgeon General. Atlanta, GA: Centers for Disease Control and Prevention.
50. Van Wersch, A.,Trew, K., & Turner, I. (1992). Post-primary school pupils' interest in physical education: Age and gender differences. British Journal of Educational Psychology, 62, 56-72.
51. Walling, M.D., & Duda, J.L. (1995). Goals and their associations with beliefs about success in and perceptions of the purposes of physical education. Journal of Teaching in Physical Education, 14, 140-156.
52. Wentzel, K.R. (1991). Social competence at school: Relation between social responsibility and academic achievement. Review of Educational Research, 61, 1-24.
53. Wentzel, K.R. (1996). Social and academic motivation in middle school: Concurrent and long- term relations to academic effort. Journal of Early Adolescence, 16, 390-406.
54. Wentzel, K.R., & Watkins, D.E. (2002). Peer relationships and collaborative learning as contexts for academic enablers. School Psychology Review, 31(3), 366-377.
55. Xiang, P., Chen, A., & Bruene, A. (2005). Interactive impact of intrinsic motivators and extrinsic rewards on behavior and motivation outcomes. Journal of Teaching Physical Education, 24, 179-197.
56. Xiang, P., & Lee, A. (2002). Achievement goals, perceived motivational climate, and students' self-reported mastery behaviors. Research Quarterly for Exercise and Sport, 73, 58-65.
57. Zimmerman, B.J., & Risemberg, R. (1997). Self-regulatory dimensions of academic learning and motivation. In G. Phye (Ed.), Handhook of academic learning (pp. 105-125). New York: Academic.