Antecedents of Approach-Avoidance Achievement Goal Adoption in Physical Education: A Longitudinal Perspective

• Autores: Victoria E. Warburton, Christopher M. Spray
• Localización: Journal of teaching in physical education, ISSN 0273-5024, Vol. 28, Nº. 2, 2009, págs. 214-232
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • The purpose of this study was to examine the temporal pattern of pupils� approach-avoidance achievement goal adoption in physical education across Key Stage 3 of secondary school. Moreover, we determined the predictive utility of implicit theories of ability and perceived competence in explaining change in achievement goals, along with the moderating influence of pupils� year group. On four occasions, over a 9-month period, 511 pupils in Years 7, 8, and 9 completed measures of perceived competence, incremental and entity beliefs, and approach-avoidance goals. Mastery-approach, mastery-avoidance, and performance-avoidance goals exhibited a linear decline over time, whereas performance-approach goals showed no significant change. Theoretical propositions regarding the antecedents of approach-avoidance goal adoption were supported. Year group was found to moderate a number of these antecedent-goal relationships. Results suggest that Year 7 is a critical time for adolescents� motivation in school physical education.