Spray, Biddle and Fox (1999) Achievement goals, beliefs about the causes of success and reported emotion in post-16 physical education

getCITED

Home Search Add Content Reports Help

Edit Publication | Edit Contributors | Delete Publication | Edit References | Edit Citations

Add to Bookstack | Show Bookstack | Change Bookstack

Achievement goals, beliefs about the causes of success and reported emotion in post-16 physical education

Post a Comment

CONTRIBUTORS:

	Author:	Spray, C. M.
	Author:	Biddle, S. J. H. (Loughborough University)
	Author:	Fox, K. R. (University of Bristol)

JOURNAL:

Journal of Sports Sciences (JSS), 17(3), ?? - ??.

YEAR:

1999

PUB TYPE:

Journal Article

SUBJECT(S):

PHYSICAL-EDUCATION; MOTIVATION; ADOLESCENT; ACHIEVEMENT; GOALS; BOY; GIRL; COMPARATIVE-STUDY

DISCIPLINE:

No discipline assigned

HTTP:

LANGUAGE:

English

PUB ID:

103-366-692 (Last edited on 2002/02/27 18:44:58 US/Mountain)

SPONSOR(S):

ABSTRACT:
The main aim of this study was to examine whether goal orientations of male and female adolescents involved in an optional post-16 physical education (PE) programme were related in a conceptually consistent manner with their beliefs about the causes of success in PE. We also determined relationships between these achievement goal-belief dimensions and reported enjoyment and boredom within PE classes. Participants (n=171) in a sixth-form college PE programme completed an inventory assessing their task and ego goal orientations, beliefs about the determinants of success in PE, and emotion in PE activities at college. Separate factor analyses of goal orientations and beliefs for male and female students revealed two goal-belief dimensions. The first dimension showed ego orientation was linked to the view that ability and deceptive tactics lead to success. The second dimension suggested task orientation was associated with the belief that success is the result of hard work and effort. This task goal-belief factor was found to be more strongly correlated with enjoyment in PE among female students than among males. For boys, the task goal-belief factor was correlated significantly and negatively with boredom in PE, but this was not the case for girls. No significant relationships emerged between the ego goal-belief factor and reported emotion in PE among the male and female participants. Facilitating task involvement and beliefs about causes of success that are fundamentally under personal control may, therefore, promote positive affective experiences in sixth-form PE, especially among female students.

STATISTICS

Click on # to view
Citations		0
References		0
Comments		0
Quality		0/0.00
Interest		0/0.00
View(er)s		6/492

Quality
	N/A
High
	7
	6
	5
	4
	3
	2
	1
Low

Interest
	N/A
High
	7
	6
	5
	4
	3
	2
	1
Low

Prev | Next