Prospective relations between 2x2 achievement goals and the quality of sport training

Revue Internationale de Psychologie Sociale

Volumn 21, Issue 1-2, 2008, Pages 109-134

  Conroy, David E ^a   Cassidy, Camille M ^b   Elliot, Andrew J ^c  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF TEXAS OF THE PERMIAN BASIN   (United States)

^c UNIVERSITY OF ROCHESTER   (United States)

Author keywords

Approach avoidance; Self handicapping

Indexed keywords

EID: 50949095012     PISSN: 0992986X     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (57)

1. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
2. Bailis, D. S. (2001). Benefits of self-handicapping in sport: A field study of university athletes. Canadian Journal of Behavioral Sciences, 33, 213-223.
3. Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706-722.
4. Borg, G. (1982). Psychophysical bases of perceived exertion. Medicine and Science in Sports & Exercise, 14, 377-381.
5. Carney, M. A., Armeli, S., Tennen, H., Affleck, G., & O'Neil, T. P. (2000). Positive and negative daily events, perceived stress, and alcohol use: A diary study. Journal of Consulting and Clinical Psychology, 68, 788-798.
6. Conroy, D. E. (2004). The unique psychological meanings of multidimensional fears of failing. Journal of Sport & Exercise Psychology, 26, 484-491.
7. Conroy, D. E., & Elliot, A. J. (2004). Fear of failure and achievement goals in sport: Addressing the issue of the chicken and the egg. Anxiety, Stress, & Coping, 17, 271-285.
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 & Exercise Psychology, 25, 456-476.
9. Conroy, D. E., Kaye, M. P., & Coatsworth, J. D. (2006). Coaching climates and the destructive effects of mastery-avoidance achievement goals on situational motivation. Journal of Sport & Exercise Psychology, 28, 69-92.
10. Cury, F., Da Fonséca, D., Rufo, M., Peres, C., & Sarrazin, P. (2003). The trichotomous model and investment in learning to prepare for a sport test: A mediational analysis. British Journal of Educational Psychology, 73, 529-543.
11. Cury, F., Elliot, A., Sarrazin, P., Da Fonseca, D., & Rufo, M. (2002). The trichotomous achievement goal model and intrinsic motivation: A sequential mediational analysis. Journal of Experimental Social Psychology, 38, 473-481.
12. Drach-Zahavy, A., & Erez, M. (2002). Challenge versus threat effects on the goal-performance relationship. Organizational Behavior and Human Decision Processes, 88, 667-682.
13. 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.
14. Duda, J. L. (2005). Motivation in sport: The relevance of competence and achievement goals. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 318-335). New York: Guilford Press.
15. Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 290-299.
16. Duda J. L., & Whitehead, J. (1998). Measurement of goal perspectives in the physical domain. In J. L. Duda (Ed.), Advances in sport and exercise psychology measurement (pp. 21-48). Morgantown, WV: Fitness Information Technology.
17. Dweck, C. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
18. Dweck, C. & Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
19. Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
20. Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52-72). New York: Guilford Press.
21. Elliot, A. J. (2006). The hierarchical model of approach-avoidance motivation. Motivation and Emotion, 30, 111-116.
22. Elliot, A. J., & Church, M. A. (2003). A motivational analysis of defensive pessimism and self-handicapping. Journal of Personality, 71, 369-396.
23. Elliot, A. J., & Conroy, D. E. (2005). Beyond the dichotomous model of goals in sport and exercise psychology. Sport and Exercise Psychology Reviews, 1, 17-25.
24. Elliot, A. J., Cury, F., Fryer, J. W., & Huguet, P. (2006). Achievement goals, self-handicapping, and performance attainment: A mediational analysis. Journal of Sport & Exercise Psychology, 28, 344-361.
25. Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A meditational analysis. Journal of Personality and Social Psychology, 70, 461-475.
26. Elliot, A. J., & McGregor, H. A. (2001). A 2 X 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
27. Gernigon, C., d'Arripe-Longueville, F., Delignieres, D., & Ninot, G. (2004). A dynamical systems perspective on goal involvement states in sport. Journal of Sport & Exercise Psychology, 26, 572-596.
28. Guan, J., Xiang, P, McBride, R., & Bruene, A. (2006). Achievement goals, social goals, and students' reported persistence and effort in high school physical education. Journal of Teaching in Physical Education, 25, 58-74.
29. Hardy, L. (1997). The Coleman Roberts Griffith Address: Three myths about applied consultancy work. Journal of Applied Sport Psychology, 9, 277-294.
30. Harwood, C., Hardy, L., & Swain, A. (2000). Achievement goals in sport: A critique of conceptual and measurement issues. Journal of Sport & Exercise Psychology, 22, 235-255.
31. Howell, A. J., & Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43, 167-178.
32. Jones, E. E., & Berglas, S. (1978). Control of attributions about the self through self-handicapping strategies: The appeal of alcohol and the role of underachievement. Personality and Social Psychology Bulletin, 4, 200-206.
33. Kavussanu, M., & Harnisch, D. L. (2000). Self-esteem in children: Do goal orientations matter? British Journal of Educational Psychology, 70, 229-242.
34. Kaye, M. P., Conroy, D. E., & Fifer, A. M. (2008). Individual differences in incompetence avoidance. Journal of Sport & Exercise Psychologyy, 30, 110-132.
35. Kuczka, K. K., & Treasure, D. C. (2005). Self-handicapping in competitive sport: Influence of the motivational climate, self-efficacy, and perceived importance. Psychology of Sport & Exercise, 6, 539-550.
36. McGregor, H. A., & Elliot, A. J. (2002). Achievement goals as predictors of achievement-relevant processes prior to task engagement. Journal of Educational Psychology, 94, 381-395.
37. Moller, A. C., & Elliot, A. J. (2006). The 2X2 achievement goal framework: An overview of empirical research. In A. Y Mitel (Ed.), Focus on educational psychology (pp. 307-326). Hauppauge, NY: Nova Science Publishers.
38. Narayan, A., & Steele-Johnson, D. (2007). Relationships between prior experience of training, gender, goal orientation and training attitudes. International Journal of Training and Development, 11, 166-180.
39. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
40. Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
41. Niiya, Y., & Crocker, J. (2008). Mastery goals and contingent self-worth: A field study. International Review of Social Psychology, 21, 135-154.
42. Ommundsen, Y. (2001). Self-handicapping strategies in physical education classes: The influence of implicit theories of the nature of ability and achievement goal orientations. Psychology of Sport & Exercise, 2, 139-156.
43. Ommundsen, Y. (2004). Self-handicapping related to task and performance-approach and avoidance goals in physical education. Journal of Applied Sport Psychology, 16, 183-197.
44. Paulhus, D. L., & Vazire, S. (2007). The self-report method. In R. W. Robins, R. C. Fraley, & R. F. Krueger (Eds.), Handook of research methods in personality psychology (pp. 224-239). New York: Guilford Press.
45. Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92, 128-150.
46. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation: Theory, research, and applications (pp. 451-502). San Diego, CA: Academic.
47. Preacher, K.J., Curran, P.J., & Bauer, D. J. (2006). Computational tools for probing interaction effects in multiple linear regression, multilevel modeling, and latent curve analysis. Journal of Educational and Behavioral Statistics, 31, 437-448.
48. Raudenbush, S., Bryk, A., Cheong, Y. F., & Congdon, R. (2004). HLM 6: Hierarchical linear and nonlinear modeling. Lincolnwood, IL: Scientific Software International.
49. Renkema, L. J., & Van Yperen, N. W. (2008). Distinguishing goals and strategies: How a fit between performance goals and regulatory strategies affects performance. International Review of Social Psychology, 21, 97-108.
50. Rhodewalt, F., Saltzman, A. T., & Wittmer, J. (1984). Self-handicapping among competitive athletes: The role of practice in self-esteem protection. Basic and Applied Social Psychology, 5, 197-209.
51. rd éd., pp. 3-30).New York: Wiley.
52. Sideridis, G. D., & Mouratidis, A. (2008). Forced choice versus open-ended assessments of goal orientations: A descriptive study. International Review of Social Psychology, 21, 217-246.
53. Stoeber, J., Stoll, O., Pescheck, E., & Otto, K. (2008). Perfectionism and achievement goals in athletes: Relations with approach and avoidance orientations in mastery and performance goals. Psychology of Sport & Exercisey, 9, 102-121.
54. Urdan, T., & Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13, 115-138.
55. Van Yperen, N. W. (2006). A novel approach to assessing achievement goals in the context of the 2x2 framework: Identifying distinct profiles of individuals with different dominant achievement goals. Personality and Social Psychology Bulletin, 32, 1432-1445.
56. rd ed., pp. 287-309). New York: Wiley.
57. Wang, C. K. J., Biddle, S. J. H., & Elliot, A. J. (2007). The 2 X 2 achievement goal framework in a physical education context. Psychology of Sport & Exercise, 8, 147-168.