FN Clarivate Analytics Web of Science

VR 1.0
PT J
AU Liu, JL
Xiang, P
Lee, JY
Li, WD
AF Liu, Jiling
Xiang, Ping
Lee, Jihye
Li, Weidong
TI Developing Physically Literacy in K-12 Physical Education Through
Achievement Goal Theory
SO JOURNAL OF TEACHING IN PHYSICAL EDUCATION
LA English
DT Article
DE achievement goal theory; physical education; student learning;
educational outcomes
ID PERCEIVED MOTIVATIONAL CLIMATE; INTRINSIC MOTIVATION; HIERARCHICAL
MODEL; STUDENTS; ORIENTATIONS; ABILITY; PERCEPTIONS; TASK; CONCEPTIONS;
COMPETENCE
AB 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 x 2 model, and the 3 x 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.
C1 [Liu, Jiling; Xiang, Ping; Lee, Jihye] Texas A&M Univ, Dept Hlth & Kinesiol,
College Stn, TX 77843 USA.
[Li, Weidong] Ohio State Univ, Dept Human Sci, Columbus, OH 43210 USA.
C3 Texas A&M University System; Texas A&M University College Station;
University System of Ohio; Ohio State University
RP Liu, JL (corresponding author), Texas A&M Univ, Dept Hlth & Kinesiol, College
Stn, TX 77843 USA.
EM dalingliu@[Link]
OI Liu, Jiling/0000-0002-4264-5806
CR Agbuga B, 2008, J TEACH PHYS EDUC, V27, P179, DOI 10.1123/jtpe.27.2.179
America S.H.A.P.E., 2014, NAT STAND GRAD LEV O
AMES C, 1988, J EDUC PSYCHOL, V80, P260, DOI 10.1037/0022-0663.80.3.260
AMES C, 1992, MOTIVATION IN SPORT AND EXERCISE, P161
AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
Barkoukis V, 2008, EUR PHYS EDUC REV, V14, P367, DOI 10.1177/1356336X08095671
Barkoukis V, 2010, PSYCHOL SPORT EXERC, V11, P83, DOI
10.1016/[Link].2009.04.008
Braithwaite R, 2011, PSYCHOL SPORT EXERC, V12, P628, DOI
10.1016/[Link].2011.06.005
Carr S, 2006, J SPORT SCI, V24, P281, DOI 10.1080/02640410500131886
Carr S., 2001, European Physical Education Review, V7, P305, DOI
10.1177/1356336X010073005
Cecchini JA, 2014, HEALTH EDUC RES, V29, P485, DOI 10.1093/her/cyu007
Chen A, 2004, J EDUC RES, V97, P329, DOI 10.3200/JOER.97.6.329-339
Corrion K, 2010, J SPORT SCI, V28, P909, DOI 10.1080/02640414.2010.484065
Cury F, 2002, J EXP SOC PSYCHOL, V38, P473, DOI 10.1016/S0022-1031(02)00017-3
 Cury F, 2002, PERCEPT MOTOR SKILL, V95, P233, DOI 10.2466/pms.2002.95.1.233
Digelidis N, 1999, SCAND J MED SCI SPOR, V9, P375, DOI 10.1111/j.1600-
0838.1999.tb00259.x
Digelidis N, 2003, PSYCHOL SPORT EXERC, V4, P195, DOI 10.1016/S1469-
0292(02)00002-X
Duda J.L., 2003, INT J EDUC RES, V39, P415, DOI [10.1016/[Link].2004.06.007, DOI
10.1016/[Link].2004.06.007]
DUDA JL, 1989, INT J SPORT PSYCHOL, V20, P42
DUDA JL, 1992, BRIT J EDUC PSYCHOL, V62, P313, DOI 10.1111/j.2044-
8279.1992.tb01025.x
Dunn JC, 2000, ADAPT PHYS ACT Q, V17, P1, DOI 10.1123/apaq.17.1.1
DWECK CS, 1988, PSYCHOL REV, V95, P256, DOI 10.1037/0033-295X.95.2.256
DWECK CS, 1986, AM PSYCHOL, V41, P1040, DOI 10.1037/0003-066X.41.10.1040
Dweck's, 2005, HDB COMPETENCE MOTIV, P52
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
ELLIOT AJ, 1994, J PERS SOC PSYCHOL, V66, P968, DOI 10.1037/0022-3514.66.5.968
Elliot AJ, 2001, EDUC PSYCHOL REV, V13, P139, DOI 10.1023/A:1009057102306
Elliot AJ, 2001, EDUC PSYCHOL REV, V13, P73, DOI 10.1023/A:1009009018235
Elliot AJ, 2011, J EDUC PSYCHOL, V103, P632, DOI 10.1037/a0023952
ELLIOTT ES, 1988, J PERS SOC PSYCHOL, V54, P5, DOI 10.1037/0022-3514.54.1.5
Epstein J., 1989, RES MOTIVATION ED, P259
Epstein J.L., 1988, POLICIES AMERICAS PU, P89
Escarti A., 2001, European Journal of Sport Science, V1, punpaginated, DOI
10.1080/17461390100071406
Gao Z, 2011, PERCEPT MOTOR SKILL, V113, P969, DOI
10.2466/[Link].113.6.969-981
Garn A, 2009, J TEACH PHYS EDUC, V28, P400, DOI 10.1123/jtpe.28.4.400
GOUDAS M, 1994, PEDIATR EXERC SCI, V6, P159
Guan JM, 2006, J TEACH PHYS EDUC, V25, P58, DOI 10.1123/jtpe.25.1.58
Halvari H, 2011, SCAND J EDUC RES, V55, P79, DOI 10.1080/00313831.2011.539855
Li WD, 2004, QUEST, V56, P439, DOI 10.1080/00336297.2004.10491836
Lochbaum M, 2015, J SPORT HEALTH SCI, V4, P164, DOI 10.1016/[Link].2013.12.004
Lower LM, 2016, INT J SPORT MANAG RE, V26, P45, DOI 10.5199/ijsmart-1791-874X-
26c
Maehr M., 1989, RES MOTIVATION ED GO, P299
Mascret N, 2015, PSYCHOL SPORT EXERC, V17, P7, DOI
10.1016/[Link].2014.11.001
Melnyk B., 2012, INTERVENTION RES DES
Moreno-Murcia JA, 2011, J SPORT SCI MED, V10, P119
Mosston M., 2002, TEACHING PHYS ED, VFifth
Nicholls J.G., 1989, COMPETITIVE ETHOS DE
NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
Ntoumanis N, 1999, SCAND J MED SCI SPOR, V9, P315
Ommundsen Y, 2004, J APPL SPORT PSYCHOL, V16, P183, DOI
10.1080/10413200490437660
Ommundsen Y., 2001, European Physical Education Review, V7, P219, DOI
10.1177/1356336X010073001
Ommundsen Y., 2001, Psychology of Sport and Exercise, V2, P139, DOI
10.1016/S1469-0292(00)00019-4
Ommundsen Y, 2006, EUR PHYS EDUC REV, V12, P289, DOI 10.1177/1356336X06069275
Papaloannou AG, 2007, J TEACH PHYS EDUC, V26, P236, DOI 10.1123/jtpe.26.3.236
Pintrich PR, 2000, CONTEMP EDUC PSYCHOL, V25, P92, DOI 10.1006/ceps.1999.1017
Sarrazin P, 2002, RES Q EXERCISE SPORT, V73, P425, DOI
10.1080/02701367.2002.10609042
Shen B, 2007, J EXP EDUC, V75, P89, DOI 10.3200/JEXE.75.2.89-108
Solmon MA, 2006, INT J SPORT EXERC PS, V4, P325, DOI
10.1080/1612197X.2006.9671801
Standage M, 2002, BRIT J EDUC PSYCHOL, V72, P87, DOI 10.1348/000709902158784
 Standage M, 2003, J EDUC PSYCHOL, V95, P97, DOI 10.1037/0022-0663.95.1.97
Standage M, 2007, BRIT J EDUC PSYCHOL, V77, P81, DOI 10.1348/000709906X103636
Theodosiou A., 2008, EDUC RES REV-NETH, V3, P353
TREASURE DC, 1995, QUEST, V47, P475, DOI 10.1080/00336297.1995.10484170
TREASURE DC, 1994, J SPORT EXERCISE PSY, V16, P15, DOI 10.1123/jsep.16.1.15
Tzetzis G., 2002, European Physical Education Review, V8, P177, DOI
10.1177/1356336X020082004
VandeWalle D, 1997, EDUC PSYCHOL MEAS, V57, P995, DOI
10.1177/0013164497057006009
Vlachopoulos S., 1996, European Physical Education Review, V2, P158, DOI
10.1177/1356336X9600200207
WALLING MD, 1995, J TEACH PHYS EDUC, V14, P140, DOI 10.1123/jtpe.14.2.140
Wang CK, 2008, EUR PHYS EDUC REV, V14, P51, DOI 10.1177/1356336X07085709
Wang CKJ, 2007, EUR PHYS EDUC REV, V13, P145, DOI 10.1177/1356336X07076875
Wang CKJ, 2002, BRIT J EDUC PSYCHOL, V72, P433, DOI 10.1348/000709902320634401
Wang JCK, 2010, J SPORT EXERCISE PSY, V32, P324, DOI 10.1123/jsep.32.3.324
Warburton V, 2008, EUR PHYS EDUC REV, V14, P157, DOI 10.1177/1356336X08090704
Warburton V, 2013, EUR PHYS EDUC REV, V19, P215, DOI 10.1177/1356336X13486055
Warburton VE, 2009, J TEACH PHYS EDUC, V28, P214, DOI 10.1123/jtpe.28.2.214
WEIGAND D, 2002, EUR J SPORT SCI, V2, P1
Xiang P, 1998, RES Q EXERCISE SPORT, V69, P231, DOI
10.1080/02701367.1998.10607690
Xiang P, 2005, J TEACH PHYS EDUC, V24, P179, DOI 10.1123/jtpe.24.2.179
Xiang P, 2004, J SCHOOL HEALTH, V74, P220, DOI 10.1111/j.1746-
1561.2004.tb07936.x
Xiang P, 2003, ELEM SCHOOL J, V104, P71, DOI 10.1086/499743
Xiang P, 2002, RES Q EXERCISE SPORT, V73, P58, DOI
10.1080/02701367.2002.10608992
Xiang P, 1997, J CROSS CULT PSYCHOL, V28, P645, DOI 10.1177/0022022197286001
Xiang P, 2001, CONTEMP EDUC PSYCHOL, V26, P348, DOI 10.1006/ceps.2000.1061
Xiang P, 2007, PEDIATR EXERC SCI, V19, P179, DOI 10.1123/pes.19.2.179
Xiang P, 2006, RES Q EXERCISE SPORT, V77, P195, DOI
10.5641/027013606X13080769704488
Xiang P, 2011, J EXP EDUC, V79, P295, DOI 10.1080/00220973.2010.486809
NR 87
TC 24
Z9 24
U1 5
U2 34
PU HUMAN KINETICS PUBL INC
PI CHAMPAIGN
PA 1607 N MARKET ST, PO BOX 5076, CHAMPAIGN, IL 61820-2200 USA
SN 0273-5024
EI 1543-2769
J9 J TEACH PHYS EDUC
JI J. Teach. Phys. Educ.
PD JUL
PY 2017
VL 36
IS 3
SI SI
BP 292
EP 302
DI 10.1123/jtpe.2017-0030
PG 11
WC Education & Educational Research; Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Education & Educational Research; Sport Sciences
GA FC5PK
UT WOS:000406894000005
DA 2022-12-25
ER

PT J
AU Lew, KH
Park, JH
AF Lew, Kyoung-Hoon
Park, Jung-Hwan
TI Effects of achievement goal orientation and self-determination
motivation on self-directed learning in high school students
SO ASIA LIFE SCIENCES
LA English
DT Article
DE self-directed learning ability; achievement goal orientation;
self-determination motivation; high school students
AB The purpose of this study was to investigate the effect of achievement goal
orientation and self-determination motivation on self-directed learning ability in
high school students. The subjects consisted of 125 high school students.
Structural equation modeling analysis was used on the students' data. The results
were as follows: First, there were significant correlations among the all sub-
factors of self-directed learning ability, achievement goal orientation and self-
determination motivation. Second, achievement goal orientation and self-
determination motivation had a directly positive association with self-directed
learning ability. However, performance avoidance goals had a negative association
with self-directed learning ability. The findings are expected to contribute to the
design self-directed learning programs in high schools.
C1 [Lew, Kyoung-Hoon] SoongSil Univ, Grad Sch Educ, Seoul 156743, South Korea.
[Park, Jung-Hwan] Jeju Natl Univ, Grad Sch Educ, 66 Jejudaehak Ro, Jeju Si
690756, Jeju Do, South Korea.
C3 Soongsil University; Jeju National University
RP Park, JH (corresponding author), Jeju Natl Univ, Grad Sch Educ, 66 Jejudaehak
Ro, Jeju Si 690756, Jeju Do, South Korea.
EM edu114@[Link]
CR AMES C, 1988, J EDUC PSYCHOL, V80, P260, DOI 10.1037/0022-0663.80.3.260
Bak Byung-Gee, 2005, [Korean Journal of Educational Psychology, 교육심리연구], V19,
P699
Bak Byung-Gee, 2005, [Korean Journal of Educational Psychology, 교육심리연구], V19,
P327
Cho Gyu-Pan, 2012, [The Journal of Career Education Research, 進路敎育硏究], V25, P1
Elliot E. S., 1996, J PERS SOC PSYCHOL, V70, P461
ELLIOTT ES, 1988, J PERS SOC PSYCHOL, V54, P5, DOI 10.1037/0022-3514.54.1.5
Epstein S., 1980, PERSONALITY BASIC AS, P81
Finney SJ, 2004, EDUC PSYCHOL MEAS, V64, P365, DOI 10.1177/0013164403258465
Hyun-Jeong Park，, 2008, [Journal of Educational Evaluation, 교육평가연구], V21, P43
장상필, 2012, [The Journal of Educational Research, 교육종합연구], V10, P307
Kline R.B., 1998, STRUCT EQU MODELING
Lew K.H., 2015, HSST INT WORKSH JEJ
OECD, 2007, SCI COMP TOM WORLD, V1
김의철, 2004, [Korean Psychological Journal of Culture and Social Issues, 한국심리학회지:
문화 및 사회문제], V10, P177
Pintrich PR, 2000, CONTEMP EDUC PSYCHOL, V25, P92, DOI 10.1006/ceps.1999.1017
Ryan RM, 2000, CONTEMP EDUC PSYCHOL, V25, P54, DOI 10.1006/ceps.1999.1020
Schafer JL, 1998, MULTIVAR BEHAV RES, V33, P545, DOI 10.1207/s15327906mbr3304_5
Shin Y.A., 2006, J KOREA ACAD PSYCHOL, V13, P25
NR 18
TC 0
Z9 0
U1 1
U2 22
PU ASIA LIFE SCIENCES
PI LOS BANOS, COLLEGE
PA C/O DR. WILLIAM SM. GRUEZO, CHAIRMAN, UNIVERSITY OF THE PHILIPPINES,
D-206 BIOLOGICAL SCIENCES BUIL, LOS BANOS, COLLEGE, LAGUNA, 4031,
PHILIPPINES
SN 0117-3375
J9 ASIA LIFE SCI
JI Asia Life Sci.
PD DEC
PY 2015
SU 12
BP 587
EP 596
PG 10
WC Biology
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Life Sciences & Biomedicine - Other Topics
GA DB6UN
UT WOS:000368651300045
DA 2022-12-25
ER

PT J
AU Agbuga, B
AF Agbuga, Bulent
TI Reliabity and Validity of the Trichotomous and 2x2 Achievement Goal
Models in Turkish University Physical Activity Settings
SO JOURNAL OF HUMAN KINETICS
LA English
DT Article
DE physical activity; validity; reliability; measurement
ID AVOIDANCE ACHIEVEMENT; INTRINSIC MOTIVATION; HIERARCHICAL MODEL;
EDUCATION
AB The present research is designed to continue exploration of the reliability and
validity of the 2 x 2 and trichotomous achievement goal frameworks in Physical
Education Teacher Education (PETE) Turkish undergraduate physical activity courses.
One hundred and fifty eight Turkish undergraduate students (116 males; 42 females)
served as participants. They completed both the trichotomous and 2 x 2 achievement
goal scales. Confirmatory factor analysis (CFA) was employed to examine and
construct the validity of both the 2 x 2 and trichotomous achievement goal models.
The results showed that the 2 x 2 achievement goal model represents an adequate fit
to the data (chi(2)/df = 1.66, CFI = 0.91, GFI = 0,93, NNFI = 0,89, and RMSEA =
0.06). Cronbach's alpha coefficients for the mastery-approach, performace-approach,
mastery-avoidance, and performacne-avoidance goals were 0.65, 0.68, 0.72, and 0.60,
respectively, indicating acceptable internal consistency. However, CFA analysis
pointed out that the trichotomous achievement goal model provided a poor fit to the
data (chi(2)/df = 1.59, CFI = 0.85, GFI = 0.88, NNFI = 0.69, and RMSEA = 0.06),
although Cronbach's alpha coefficients in the trichotomous achievement goal model
indicated acceptable reliability (mastery goals = 0.70, performance-approach goals
= 0.73, and peiformance-avoidance goals = 0.64). Results from the present study
indicate that only the 2 x 2 achievement goal model provides a reliable and valid
measure of achievement goals for Turkish undergraduate students.
C1 Pamukkale Univ, Sch Sport Sci & Technol, Denizli, Turkey.
C3 Pamukkale University
RP Agbuga, B (corresponding author), Pamukkale Univ, Sch Sport Sci & Technol, Klin
Kampusu, Denizli, Turkey.
EM bakboga@[Link]
RI Ağbuğa, Bülent/AAD-2022-2022
CR Agbuga B, 2008, J TEACH PHYS EDUC, V27, P179, DOI 10.1123/jtpe.27.2.179
AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
Browne M. W., 1993, TESTING STRUCTURAL E, P136, DOI DOI
10.1177/0049124192021002005
Chen A, 2001, QUEST, V53, P35, DOI 10.1080/00336297.2001.10491729
Cury F, 2000, J SPORT EXERCISE PSY, V22, pS32
Cury F, 2003, BRIT J EDUC PSYCHOL, V73, P529, DOI 10.1348/000709903322591226
Cury F, 2002, J EXP SOC PSYCHOL, V38, P473, DOI 10.1016/S0022-1031(02)00017-3
Cury F, 1998, J SPORT EXERCISE PSY, V20, pS11
DWECK CS, 1986, AM PSYCHOL, V41, P1040, DOI 10.1037/0003-066X.41.10.1040
Elliot A.J., 1997, ADV MOTIVATION ACHIE, V10, P243
Elliot AJ, 1999, EDUC PSYCHOL-US, V34, P169, DOI 10.1207/s15326985ep3403_3
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
Elliot AJ, 1996, J PERS SOC PSYCHOL, V70, P461, DOI 10.1037/0022-3514.70.3.461
Elliot AJ, 2001, EDUC PSYCHOL REV, V13, P139, DOI 10.1023/A:1009057102306
Guan J, 2007, MEAS PHYS EDUC EXERC, V11, P109, DOI 10.1080/10913670701294104
Harackiewicz JM, 1997, J PERS SOC PSYCHOL, V73, P1284, DOI 10.1037/0022-
3514.73.6.1284
Hatcher L., 1994, STEP BY STEP APPROAC
Hu L T., 1995, STRUCTURAL EQUATION, P76, DOI DOI 10.1080/10705519909540118
Joreskog K.G., 1993, LISREL 8 STRUCTURAL
Kaplan A, 2002, GOALS, GOAL STRUCTURES, AND PATTERNS OF ADAPTIVE LEARNING, P21
Levy I., 2004, SOC PSYCHOL EDUC, V7, P127, DOI
[10.1023/B:SPOE.0000018547.08294.b6, DOI 10.1023/B:SPOE.0000018547.08294.B6, DOI
10.1023/B:SP0E.0000018547.08294.B6]
MAEHR ML, 1983, LEARN MOTIV, P179
McIver J.P., 1981, QUANTITATIVE APPL SO, V24, P96
Midgley C, 1998, CONTEMP EDUC PSYCHOL, V23, P113, DOI 10.1006/ceps.1998.0965
Nicholls J.G., 1989, COMPETITIVE ETHOS DE
Smith M, 2002, BRIT J EDUC PSYCHOL, V72, P155, DOI 10.1348/000709902158838
SOLMON MA, 1993, RES Q EXERCISE SPORT, V64, P418, DOI
10.1080/02701367.1993.10607595
Spray C. M., 1997, European Physical Education Review, V3, P83, DOI
10.1177/1356336X9700300108
WALLING MD, 1995, J TEACH PHYS EDUC, V14, P140, DOI 10.1123/jtpe.14.2.140
Wang CKJ, 2007, PSYCHOL SPORT EXERC, V8, P147, DOI
10.1016/[Link].2005.08.012
Xiang P, 2002, RES Q EXERCISE SPORT, V73, P58, DOI
10.1080/02701367.2002.10608992
NR 32
TC 5
Z9 5
U1 0
U2 8
PU SCIENDO
PI WARSAW
PA BOGUMILA ZUGA 32A, WARSAW, MAZOVIA, POLAND
SN 1640-5544
EI 1899-7562
J9 J HUM KINET
JI J. Hum. Kinet.
PD DEC
PY 2009
VL 22
BP 77
EP 82
DI 10.2478/v10078-009-0026-1
PG 6
WC Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Sport Sciences
GA 547UT
UT WOS:000273915700011
OA gold
DA 2022-12-25
ER

PT J
AU Sadi, O
Lee, MH
AF Sadi, Ozlem
Lee, Min-Hsien
TI Relationships between constructivist learning environment perceptions,
conceptions of learning biology and achievement goal orientations
SO JOURNAL OF BIOLOGICAL EDUCATION
LA English
DT Article; Early Access
DE Constructivist learning environment; conceptions of learning;
achievement goal orientations
ID HIGH-SCHOOL-STUDENTS; CLASSROOM; TAIWAN; SCIENCE; VIEWS
AB The purpose of this study is to determine the relationship between Turkish high
school students' perceptions of learning environment, conceptions of learning
biology and achievement goal orientations. In order to determine the relation among
these three sets of variables, canonical correlation analyses were conducted. A
total of 398 high school students participated in this survey. In line with the
purpose of the study, three measurement tools (Constructivist Learning Environment
Survey, Conceptions of Learning Biology Scale and Achievement Goal Orientations
Scale) were employed. The results of the analysis have shown that the relationship
between these three sets of variables is meaningful. Based on these findings, the
possibility that both Turkish high school students' perceptions of learning
environment and achievement goal orientations are statistically influential in
their conceptions of learning was discussed in the light of the related literature.
C1 [Sadi, Ozlem] Karamanoglu Mehmetbey Univ, Fac Educ, Dept Primary Educ, Karaman,
Turkey.
[Lee, Min-Hsien] Natl Taiwan Normal Univ, Program Learning Sci, Taipei, Taiwan.
C3 Karamanoglu Mehmetbey University; National Taiwan Normal University
RP Sadi, O (corresponding author), Karamanoglu Mehmetbey Univ, Fac Educ, Dept
Primary Educ, Karaman, Turkey.
EM oturksadi@[Link]
OI Lee, Min-Hsien/0000-0001-6630-5593
CR Aldridge JM, 2000, INT J SCI EDUC, V22, P37, DOI 10.1080/095006900289994
AMES C, 1988, J EDUC PSYCHOL, V80, P260, DOI 10.1037/0022-0663.80.3.260
Brooks J.G., 1999, SEARCH UNDERSTANDING
Chiou GL, 2012, INT J SCI EDUC, V34, P167, DOI 10.1080/09500693.2011.558131
Dart BC, 2000, J EDUC RES, V93, P262, DOI 10.1080/00220670009598715
den Brok P, 2004, SCH EFF SCH IMPROV, V15, P407, DOI
10.1080/09243450512331383262
den Brok P., 2010, LEARNING ENV RES, V13, P187, DOI [DOI 10.1007/s10984-010-
9076-5, DOI 10.1007/S10984-010-9076-5]
den Brok P, 2006, EDUC RES EVAL, V12, P3, DOI 10.1080/13803610500392053
Dorman JP, 2006, CONTEMPORARY APPROACHES TO RESEARCH ON LEARNING ENVIRONMENTS:
WORLDVIEWS, P1, DOI 10.1142/9789812774651_0001
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Fraser BJ., 1994, HDB RES SCI TEACHING, P493
Johnson B., 2004, LEARNING ENV RES, V7, P65, DOI
[10.1023/B:LERI.0000022279.89075.9f, DOI 10.1023/B:LERI.0000022279.89075.9F]
 Kaplan A, 2007, EDUC PSYCHOL REV, V19, P141, DOI 10.1007/s10648-006-9012-5
Koul R., 2012, LEARNING ENVIRON RES, V15, P217, DOI [10.1007/s10984-012-9111-9,
DOI 10.1007/S10984-012-9111-9]
Lee MH, 2008, SCI EDUC, V92, P191, DOI 10.1002/sce.20245
Miller PH, 2006, INT J SCI EDUC, V28, P363, DOI 10.1080/09500690500277664
Ministry of National Education, 2018, SECONDARY SCH BIOL C
Pintrich P. R., 1994, J EARLY ADOLESCENCE, V14, P139, DOI DOI
10.1177/027243169401400204
REEVES TC, 1992, EDUC URBAN SOC, V24, P519, DOI 10.1177/0013124592024004009
Sadi O, 2018, J BIOL EDUC, V52, P18, DOI 10.1080/00219266.2017.1285799
Sadi O, 2015, RES SCI TECHNOL EDUC, V33, P182, DOI 10.1080/02635143.2014.996543
Saljo R, 1979, LEARNING LEARNERS PE
Senler B, 2007, 1 NATL ELEMENTARY ED
SHEN KH, 1993, J CHEM EDUC, V70, P816, DOI 10.1021/ed070p816
Sherry A, 2005, J PERS ASSESS, V84, P37, DOI 10.1207/s15327752jpa8401_09
Tabachnick B.G., 2013, USING MULTIVARIATE S, V6th ed
Tapola A, 2008, BRIT J EDUC PSYCHOL, V78, P291, DOI 10.1348/000709907X205272
Taylor P.C., 1994, REVISED CLES QUESTIO
Trigwell K, 2006, HIGH EDUC, V51, P243, DOI 10.1007/s10734-004-6387-4
Tsai CC, 2000, EDUC RES, V42, P193, DOI 10.1080/001318800363836
Tsai CC, 2004, INT J SCI EDUC, V26, P1733, DOI 10.1080/0950069042000230776
Tsai CC, 2006, ADOLESCENCE, V41, P691
WALDRIP BG, 2000, J CLASSROOM INTERACT, V35, P25
Wubbels T., 1993, DO YOU KNOW WHAT YOU, P13
Yerdelen-Damar S, 2015, EGIT BILIM, V40, P269
Yilmaz- Tuzun O, 2006, NATL ASS RES SCI TEA, P1
Yokoyama M., 2018, 15 INT C COGNITION E
Zoroglu SS, 2003, PSYCHIAT CLIN NEUROS, V57, P119, DOI 10.1046/j.1440-
1819.2003.01088.x
NR 39
TC 0
Z9 0
U1 6
U2 16
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0021-9266
EI 2157-6009
J9 J BIOL EDUC
JI J. Biol. Educ.
DI 10.1080/00219266.2021.2020877
EA JAN 2022
PG 18
WC Biology; Education & Educational Research; Education, Scientific
Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Life Sciences & Biomedicine - Other Topics; Education & Educational
Research
GA YB6YR
UT WOS:000739155700001
DA 2022-12-25
ER

PT J
AU Mascret, N
Elliot, AJ
Cury, F
AF Mascret, Nicolas
Elliot, Andrew J.
Cury, Francois
TI Extending the 3 x 2 achievement goal model to the sport domain: The 3 x
2 Achievement Goal Questionnaire for Sport
SO PSYCHOLOGY OF SPORT AND EXERCISE
LA English
DT Article
DE Achievement goals; 3 x 2 model; 2 x 2 model; Sport; School
ID PHYSICAL-EDUCATION; INTRINSIC MOTIVATION; AVOIDANCE GOALS;
PERFORMANCE-APPROACH; VALIDITY EVIDENCE; SELF-PERCEPTIONS; EGO
ORIENTATION; MULTIPLE GOALS; WORK DOMAIN; TASK
AB In the present research, we sought to extend the 3 x 2 achievement goal model
recently proffered in the school domain to the sport domain. We did so by
conducting two studies focused on the development and initial validation of the 3 x
2 Achievement Goal Questionnaire for Sport (3 x 2 AGQ-S). Study 1 (n = 679),
devised items for the questionnaire and demonstrated that data from the
questionnaire nicely fit the proposed 3 x 2 model, showed a better fit to the 3 x 2
model than to alternative models, and indicated that each goal variable had good
internal consistency. Study 2 again documented the strong psychometric properties
of the measure, and additionally linked the goal variables to other constructs
central to the achievement goal literature. The establishment of this measure
allows extensive study of the 3 x 2 achievement goal model in the sport domain, and
promises to yield deeper insights into the nature of achievement motivation in such
contexts. (C) 2014 Elsevier Ltd. All rights reserved.
C1 [Mascret, Nicolas; Cury, Francois] Aix Marseille Univ, CNRS, ISM UMR 7287, F-
13288 Marseille, France.
[Elliot, Andrew J.] Univ Rochester, Dept Clin & Social Sci Psychol, Rochester,
NY 14627 USA.
C3 Centre National de la Recherche Scientifique (CNRS); CNRS - National
Institute for Biology (INSB); UDICE-French Research Universities;
Aix-Marseille Universite; University of Rochester
RP Mascret, N (corresponding author), Aix Marseille Univ, CNRS, ISM UMR 7287, F-
13288 Marseille, France.
EM [Link]@[Link]; andye@[Link];
[Link]@[Link]
CR Adie JW, 2010, J APPL SOC PSYCHOL, V40, P2750, DOI 10.1111/j.1559-
1816.2010.00679.x
ALBERT S, 1977, PSYCHOL REV, V84, P485, DOI 10.1037/0033-295X.84.6.485
AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
Baranik LE, 2007, EDUC PSYCHOL MEAS, V67, P697, DOI 10.1177/0013164406292090
Biddle S., 2003, EUR J SPORT SCI, V3, P1, DOI [10.1080/17461390300073504, DOI
10.1080/17461390300073504]
Biddle SJH, 2001, ADV MOTIVATION SPORT, P101
Carr S, 2006, J SPORT SCI, V24, P281, DOI 10.1080/02640410500131886
Cetinkalp ZK, 2012, SOC BEHAV PERSONAL, V40, P473, DOI 10.2224/sbp.2012.40.3.473
Conroy DE, 2003, J SPORT EXERCISE PSY, V25, P456, DOI 10.1123/jsep.25.4.456
Corrion K., 2010, J SPORTS SCI, V28, P909
Cury F, 2002, PERCEPT MOTOR SKILL, V95, P233, DOI 10.2466/pms.2002.95.1.233
Deci E. L., 1985, INTRINSIC MOTIVATION
DeShon RP, 2005, J APPL PSYCHOL, V90, P1096, DOI 10.1037/0021-9010.90.6.1096
Duda J.L., 2005, HDB COMPETENCE MOTIV, P318, DOI DOI 10.1037/0021-9010.90.6.1096
DUDA JL, 1992, J EDUC PSYCHOL, V84, P290, DOI 10.1037/0022-0663.84.3.290
DUDA JL, 1989, J SPORT EXERCISE PSY, V11, P318, DOI 10.1123/jsep.11.3.318
Durand M, 1996, INT J SPORT PSYCHOL, V27, P251
Dweck C. S., 1983, HDB CHILD PSYCHOL SO, V4, P643, DOI DOI 10.1016/B978-0-12-
373951-3.00002-8
DWECK CS, 1988, PSYCHOL REV, V95, P256, DOI 10.1037/0033-295X.95.2.256
Dweck's, 2005, HDB COMPETENCE MOTIV, P52
 Elliot A.J., 2005, SPORT EXERCISE PSYCH, V1, P17
Elliot A. J., 2014, POTENTIAL BASE UNPUB
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
Elliot AJ, 1996, J PERS SOC PSYCHOL, V70, P461, DOI 10.1037/0022-3514.70.3.461
Elliot AJ, 2001, EDUC PSYCHOL REV, V13, P73, DOI 10.1023/A:1009009018235
Elliot AJ, 2008, J EDUC PSYCHOL, V100, P613, DOI 10.1037/0022-0663.100.3.613
Elliot AJ, 2011, J EDUC PSYCHOL, V103, P632, DOI 10.1037/a0023952
Ferron R, 2005, J SPORT EXERCISE PSY, V27, pS64
Gernigon C, 2004, J SPORT EXERCISE PSY, V26, P572, DOI 10.1123/jsep.26.4.572
Guan J, 2007, MEAS PHYS EDUC EXERC, V11, P109, DOI 10.1080/10913670701294104
Halvari H, 1999, PERCEPT MOTOR SKILL, V89, P997, DOI 10.2466/PMS.89.7.997-1022
HARTER S, 1982, CHILD DEV, V53, P87, DOI 10.1111/j.1467-8624.1982.tb01295.x
Hulleman CS, 2008, J EDUC PSYCHOL, V100, P398, DOI 10.1037/0022-0663.100.2.398
Hulleman CS, 2010, PSYCHOL BULL, V136, P422, DOI 10.1037/a0018947
Kaplan A, 2007, EDUC PSYCHOL REV, V19, P141, DOI 10.1007/s10648-006-9012-5
KROSNICK JA, 1991, APPL COGNITIVE PSYCH, V5, P213, DOI 10.1002/acp.2350050305
Li CH, 2011, PSYCHOL REP, V108, P625, DOI 10.2466/05.11.14.PR0.108.2.625-637
Lochbaurn M., 2014, J SPORT HLT IN PRESS
Maehr M.L., 1980, STUDIES CROSS CULTUR, VVol. 2, P221
MARKUS H, 1986, AM PSYCHOL, V41, P954, DOI 10.1037/0003-066X.41.9.954
MCAULEY E, 1989, RES Q EXERCISE SPORT, V60, P48, DOI
10.1080/02701367.1989.10607413
McClelland D. C., 1976, ACHIEVEMENT MOTIVE
MEECE JL, 1988, J EDUC PSYCHOL, V80, P514, DOI 10.1037/0022-0663.80.4.514
Mendez-Gimenez A, 2014, SPAN J PSYCHOL, V17, DOI 10.1017/sjp.2014.37
Middleton MJ, 1997, J EDUC PSYCHOL, V89, P710, DOI 10.1037/0022-0663.89.4.710
Moreno JA, 2010, PSYCHOL SPORT EXERC, V11, P542, DOI
10.1016/[Link].2010.06.003
Morris RL, 2009, INT J SPORT EXERC PS, V7, P185, DOI
10.1080/1612197X.2009.9671899
Murray H.A., 1938, EXPLOR PERS
NICHOLLS JG, 1985, J EDUC PSYCHOL, V77, P683, DOI 10.1037/0022-0663.77.6.683
NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
NOLEN SB, 1988, COGNITION INSTRUCT, V5, P269, DOI 10.1207/s1532690xci0504_2
Ntoumanis N, 1999, SCAND J MED SCI SPOR, V9, P315
Ommundsen Y, 2004, J APPL SPORT PSYCHOL, V16, P183, DOI
10.1080/10413200490437660
Pintrich PR, 2000, J EDUC PSYCHOL, V92, P544, DOI 10.1037/0022-0663.92.3.544
Riou F, 2012, EUR J PSYCHOL ASSESS, V28, P313, DOI 10.1027/1015-5759/a000112
Roberts G. C., 2007, HDB SPORT PSYCHOL, P3, DOI DOI 10.1002/9781118270011.CH1
Roberts G.C., 1989, USSR FEDERATION SPOR, P19
Roberts GC, 1998, J SPORT SCI, V16, P337, DOI 10.1080/02640419808559362
Schantz LH, 2009, J RES PERS, V43, P472, DOI 10.1016/[Link].2009.02.002
Schiano--Lomoriello S., 2005, EUROPEAN REV APPL PS, V55, P85, DOI DOI
10.1016/[Link].2004.06.004
Skaalvik EM, 1997, J EDUC PSYCHOL, V89, P71, DOI 10.1037/0022-0663.89.1.71
Spray C. M., 2008, IN C DIV SPORT EX PS, P34
Spray CM, 2011, PSYCHOL SPORT EXERC, V12, P515, DOI
10.1016/[Link].2011.04.007
Stenling A, 2014, EUR J SPORT SCI, V14, P720, DOI 10.1080/17461391.2014.901419
Stevenson S. J., 2008, Journal of Sport Behavior, V31, P389
Stoeber J, 2009, J SPORT EXERCISE PSY, V31, P211, DOI 10.1123/jsep.31.2.211
Thelma S., 2008, ADV SPORT PSYCHOL, P157
THORNDIKE EL, 2004, INTRO THEORY MENTAL
Treasure D.C., 2001, ADV MOTIVATION SPORT, P79
Vallerand R. J., 2007, INTRINSIC MOTIVATION, P255, DOI DOI
10.5040/[Link]-017
Van Yperen NW, 2006, PERS SOC PSYCHOL B, V32, P1432, DOI
10.1177/0146167206292093
Van Yperen NW, 2014, PLOS ONE, V9, DOI 10.1371/[Link].0093594
VandeWalle D, 1997, EDUC PSYCHOL MEAS, V57, P995, DOI
10.1177/0013164497057006009
Wang CKJ, 2007, PSYCHOL SPORT EXERC, V8, P147, DOI
10.1016/[Link].2005.08.012
Wang CKJ, 2009, INT J SPORTS SCI COA, V4, P177, DOI 10.1260/174795409788549472
Wang CKJ, 2009, RES Q EXERCISE SPORT, V80, P303, DOI
10.5641/027013609X13087704028679
Warburton V, 2008, EUR PHYS EDUC REV, V14, P157, DOI 10.1177/1356336X08090704
Warburton V, 2013, EUR PHYS EDUC REV, V19, P215, DOI 10.1177/1356336X13486055
WHITE RW, 1959, PSYCHOL REV, V66, P297, DOI 10.1037/h0040934
Wu CC, 2012, PROCD SOC BEHV, V69, P422, DOI 10.1016/[Link].2012.11.429
Zourbanos N., 2014, MOTIVATION IN PRESS
NR 82
TC 68
Z9 71
U1 0
U2 6
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1469-0292
EI 1878-5476
J9 PSYCHOL SPORT EXERC
JI Psychol. Sport Exerc.
PD MAR
PY 2015
VL 17
BP 7
EP 14
DI 10.1016/[Link].2014.11.001
PG 8
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA CA4ON
UT WOS:000348884400002
OA Green Published
DA 2022-12-25
ER

PT J
AU Wu, CH
Chen, LH
AF Wu, Chia-Huei
Chen, Lung Hung
TI Examining Dual Meanings of Items in 2 x 2 Achievement Goal
Questionnaires Through MTMM Modeling and MDS Approach
SO EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT
LA English
DT Article
DE achievement; goal; multitrait and multimethod matrix; multidimensional
scaling; physical education
ID CONFIRMATORY FACTOR-ANALYSES; MULTITRAIT-MULTIMETHOD DATA; FIT INDEXES;
CONSTRUCT-VALIDITY; MOTIVATION; PSYCHOMETRICS; RELIABILITY; FOCUS
AB In 2001, Elliot and McGregor proposed a 2 x 2 (mastery-performance x approach-
avoidance) achievement goal frameworks and developed a questionnaire to measure
four goals (mastery-approach, mastery-avoidance, performance-approach, and
performance-avoidance goals). This study examines the dual meanings of items in 2 x
2 achievement goal questionnaires by confirmatory factor analysis with an
uncorrelated-trait and uncorrelated-method model and multidimensional scaling
technique. A total of 2,111 freshmen completed the Achievement Goal Questionnaire
for General Academics, and a total of 1,014 university students in Taiwan provided
their ratings on the Chinese Achievement Goal Questionnaire for Physical Education.
Confirmatory factor analysis results show that the uncorrelated-trait and
uncorrelated-method model is better than the 2 x 2 four-factor model, supporting
the dual meanings of items. In addition, multidimensional scaling results show that
items can be plotted on a two-dimensional (mastery-performance and approach-
avoidance) map, in which four quadrants represent one type of goal. The evidence
indicates that the items in the Chinese Achievement Goal Questionnaire for Physical
Education have adequate construct validity in their dual meanings derived from the
combinations of mastery-performance and approach-avoidance dimensions.
C1 [Chen, Lung Hung] Natl Taiwan Sport Univ, Grad Inst Phys Educ, Taipei 100,
Taiwan.
[Wu, Chia-Huei] Univ Sheffield, Sheffield S10 2TN, S Yorkshire, England.
C3 University of Sheffield
RP Chen, LH (corresponding author), Natl Taiwan Sport Univ, Grad Inst Phys Educ,
POB 59182, Taipei 100, Taiwan.
EM fjudragon@[Link]
RI , 陳龍弘/AAP-3685-2020; Wu, Chia-huei/M-8677-2015
OI , 陳龍弘/0000-0001-5217-1117; Wu, Chia-huei/0000-0002-8011-6323
CR AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
BAGOZZI RP, 1993, J RES PERS, V27, P49, DOI 10.1006/jrpe.1993.1005
Beauducel A, 2005, STRUCT EQU MODELING, V12, P41, DOI 10.1207/s15328007sem1201_3
BYRNE BM, 1993, MULTIVAR BEHAV RES, V28, P67, DOI 10.1207/s15327906mbr2801_5
CAMPBELL DT, 1959, PSYCHOL BULL, V56, P81, DOI 10.1037/h0046016
CHEN LH, 2007, 5 C AS S PAC ASS SPO
Conroy DE, 2003, J SPORT EXERCISE PSY, V25, P456, DOI 10.1123/jsep.25.4.456
DAVISON ML, 1991, PSYCHOL BULL, V110, P551
DWECK CS, 1988, PSYCHOL REV, V95, P256, DOI 10.1037/0033-295X.95.2.256
DWECK CS, 1986, AM PSYCHOL, V41, P1040, DOI 10.1037/0003-066X.41.10.1040
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
Elliot AJ, 1996, J PERS SOC PSYCHOL, V70, P461, DOI 10.1037/0022-3514.70.3.461
Elliot AJ, 2001, EDUC PSYCHOL REV, V13, P73, DOI 10.1023/A:1009009018235
Fan XT, 2005, STRUCT EQU MODELING, V12, P343, DOI 10.1207/s15328007sem1203_1
FERKETICH SL, 1991, RES NURS HEALTH, V14, P315, DOI 10.1002/nur.4770140410
FIGUEREDO AJ, 1991, RES NURS HEALTH, V14, P387, DOI 10.1002/nur.4770140510
Finney SJ, 2004, EDUC PSYCHOL MEAS, V64, P365, DOI 10.1177/0013164403258465
Guan J, 2007, MEAS PHYS EDUC EXERC, V11, P109, DOI 10.1080/10913670701294104
Heiser WJ, 2004, SAGE HDB QUANTITATIV, P25
Henson RK, 2001, MEAS EVAL COUNS DEV, V34, P177, DOI
10.1080/07481756.2002.12069034
HU LT, 1999, STRUCTURAL EQUATION, V1, P55
KENNY DA, 1992, PSYCHOL BULL, V112, P165, DOI 10.1037/0033-2909.112.1.165
Marsh HW, 2004, STRUCT EQU MODELING, V11, P320, DOI 10.1207/s15328007sem1103_2
MARSH HW, 1991, APPL PSYCH MEAS, V15, P47, DOI 10.1177/014662169101500106
MARSH HW, 1989, APPL PSYCH MEAS, V13, P335, DOI 10.1177/014662168901300402
Moller AC, 2006, FOCUS ON EDUCATIONAL PSYCHOLOGY, P307
Muthen L.K., 2020, MPLUS
NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
Nunnally J.C., 1994, PSYCHOMETRIC THEORY, DOI DOI 10.1037/018882
Pastor DA, 2007, CONTEMP EDUC PSYCHOL, V32, P8, DOI
10.1016/[Link].2006.10.003
Satorra A., 1988, AM STAT ASS 1988 P B, P308
 Schiffman SS, 1981, INTRO MULTIDIMENSION
SCHMITT N, 1986, APPL PSYCH MEAS, V10, P1, DOI 10.1177/014662168601000101
SPSS Inc, 2006, SPSS WIND REL 15 0
Van Yperen NW, 2006, PERS SOC PSYCHOL B, V32, P1432, DOI
10.1177/0146167206292093
Wang CKJ, 2007, PSYCHOL SPORT EXERC, V8, P147, DOI
10.1016/[Link].2005.08.012
Yuan KH, 2005, MULTIVAR BEHAV RES, V40, P115, DOI 10.1207/s15327906mbr4001_5
NR 38
TC 7
Z9 8
U1 0
U2 20
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0013-1644
EI 1552-3888
J9 EDUC PSYCHOL MEAS
JI Educ. Psychol. Meas.
PD APR
PY 2010
VL 70
IS 2
BP 305
EP 322
DI 10.1177/0013164409344501
PG 18
WC Psychology, Educational; Mathematics, Interdisciplinary Applications;
Psychology, Mathematical
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Psychology; Mathematics
GA 572BR
UT WOS:000275801900008
DA 2022-12-25
ER

PT J
AU Jung, YS
Kang, H
Jang, S
AF Jung, Young-Su
Kang, Hyunwoo
Jang, Seyong
TI The Effects of High School Basketball Player's Sports Participation
Motivation on Achievement Goal Orientation and Achieve-ment Behaviors
SO IRANIAN JOURNAL OF PUBLIC HEALTH
LA English
DT Article
DE Achievement behavior; High school athlete; Motivation; Sports
AB Background: Although the motivation to set goals and taking steps to achieve
them is essential for athletes wishing to progress to a professional level, motives
for participating in sports vary depending on personal and physical
characteristics. We aimed to investigate the effect of motivation to participate in
sports on achievement goal orientation and achievement behavior in high-school
basketball players.
Methods: The study included 256 female high-school basketball players from
Busan, Korea, and was conducted between September and October 2020. The
questionnaires obtained data regarding motivation to participate in sports,
achievement goal orientation, and achievement behavior. Structural equation
modeling was used for data analysis.
Results: Motivation to participate in sports exhibited a significant positive
correlation with achievement goal orientation (P<0.05). Specifically, motivation
related to the development of technical skills and achieving a sense of
fulfillment, amusement, and health exerted a positive effect on task-goal
orientation. Greater motivation related to technical skill development, attaining a
sense of accomplishment, and improving health was associated with greater self-goal
orientation. Additionally, achievement goal orientation exerted a significant
positive effect on achievement behavior (P<0.05).
Conclusion: Given the relative unpopularity of basketball in Korea, it is
crucial for players to develop high achievement goal orientation and engage in real
efforts to translate such motivation into action. This goal- and achievement-
oriented attitude should precede motivation for participating in basketball.
C1 [Jung, Young-Su] Dong A Univ, Coll Arts & Phys Educ, Busan, South Korea.
[Kang, Hyunwoo] Sungkyunkwan Univ, Coll Sport Sci, Suwon, South Korea.
[Jang, Seyong] Gachon Univ, Dept Taekwondo, Coll Arts & Phys Educ, Seongnam,
South Korea.
C3 Dong A University; Sungkyunkwan University (SKKU); Gachon University
RP Kang, H (corresponding author), Sungkyunkwan Univ, Coll Sport Sci, Suwon, South
Korea.; Jang, S (corresponding author), Gachon Univ, Dept Taekwondo, Coll Arts &
Phys Educ, Seongnam, South Korea.
EM dusdn6290@[Link]; naganolala@[Link]
CR Bae YH, 2005, THESIS KYUNGSUNG U K
Baek MK, J WORLD SOC TAEKWOND, V11, P235
Bashan I., 2018, J HUMAN SCI, V15, P1854
Carvalho HM, 2018, J SPORT SCI, V36, P742, DOI 10.1080/02640414.2017.1340654
Choi C, 2011, KOREA J MARTIAL ARTS, V5, P113
Choi Chulhwan, 2019, [Journal of Golf Studies, 골프연구], V13, P91, DOI
10.34283/ksgs.2019.13.2.07
Chul Lee Eun, 2017, [The Journal of the Korea Contents Association, 한국콘텐츠학회 논문지],
V17, P416, DOI 10.5392/JKCA.2017.17.07.416
DUDA JL, 1992, J EDUC PSYCHOL, V84, P290, DOI 10.1037/0022-0663.84.3.290
Duris L., 2019, THESIS HAVERFORD COL
Elliot AJ, 2017, HANDBOOK OF COMPETENCE AND MOTIVATION, 2 EDITION, P43
Hee Choi Jae, 2012, [The Journal of the Korea Contents Association, 한국콘텐츠학회 논문지],
V12, P156, DOI 10.5392/JKCA.2012.12.12.156
Jeong Yoon-kyung, 2007, [THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY, 한국심리학회지:
발달], V20, P185
Kozina Z, 2017, J PHYS ED SPORT, V17, P378, DOI DOI 10.7752/JPES.2017.01056
Li LY, 2017, COMPUT EDUC, V114, P286, DOI 10.1016/[Link].2017.07.007
Mancha-Triguero D, 2019, J SPORT MED PHYS FIT, V59, P1513, DOI 10.23736/S0022-
4707.19.09180-1
NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
Orlick T, 1999, J EXCELLENCE, V2, P65
Park Jung Gil, 2012, [Korean Society of Sport Psychology, 한국스포츠심리학회지], V23, P181
Rugg C, 2018, AM J SPORT MED, V46, P402, DOI 10.1177/0363546517738736
Ryu Seok, 2021, [The Korean Journal of Growth and Development, 한국발육발달학회지], V29,
P253, DOI 10.34284/KJGD.2021.[Link]
Sanchez-Jover F, 2017, J HUM SPORT EXERC, V12, P760, DOI
10.14198/jhse.2017.123.20
VALLERAND RJ, 1992, EDUC PSYCHOL MEAS, V52, P1003, DOI
10.1177/0013164492052004025
Vukasevic V, 2020, SPORT MONT, V18, P3
young kim soon, 2020, [The Korean Society of Sports Science, 한국체육과학회지], V29,
P429, DOI 10.35159/kjss.2020.[Link]
young kim soon, 2019, [The Korean Journal of Sport, 한국스포츠학회], V17, P213
young kim soon, 2019, [The Korean Journal of Sport, 한국스포츠학회], V17, P203
 Yu SW, 2006, THESIS YONGIN U KORE
Zuber C, 2019, GER J EXERC SPORT RE, V49, P410, DOI 10.1007/s12662-019-00600-6
최진철, 2017, [Korean Journal of Sport Studies, 한국체육학회지], V56, P217
NR 29
TC 0
Z9 0
U1 8
U2 24
PU IRANIAN SCIENTIFIC SOCIETY MEDICAL ENTOMOLOGY
PI TEHRAN
PA SCHOOL PUBLIC HEALTH & INST HEALTH RESEARCH, TEHRAN UNIV MEDICAL
SCIENCES, P O BOX 6446-14155, TEHRAN, 00000, IRAN
SN 2251-6085
EI 2251-6093
J9 IRAN J PUBLIC HEALTH
JI Iran J. Public Health
PD OCT
PY 2021
VL 50
IS 10
BP 1953
EP 1962
DI 10.18502/ijph.v50i10.7495
PG 10
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Public, Environmental & Occupational Health
GA WK2PZ
UT WOS:000709574400003
PM 35223562
OA gold, Green Published
DA 2022-12-25
ER

PT J
AU Chen, YL
Gu, XL
Chu, T
Guo, Q
Verma, P
AF Chen, Yu-Lin
Gu, Xiangli
Chu, TszLun
Guo, Qiang
Verma, Purvi
TI Achievement Goal and Interest Predict Motivational Outcomes in Physical
Education
SO RESEARCH QUARTERLY FOR EXERCISE AND SPORT
LA English
DT Meeting Abstract
C1 [Chen, Yu-Lin; Gu, Xiangli; Chu, TszLun; Verma, Purvi] Univ North Texas, Denton,
TX USA.
[Guo, Qiang] East China Normal Univ, Shanghai, Peoples R China.
C3 University of North Texas System; University of North Texas Denton; East
China Normal University
EM [Link]@[Link]
NR 0
TC 0
Z9 0
U1 0
U2 3
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0270-1367
EI 2168-3824
J9 RES Q EXERCISE SPORT
JI Res. Q. Exerc. Sport
PY 2016
VL 87
SU 2
SI SI
BP A23
EP A23
PG 1
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA DV6GP
UT WOS:000383031300028
DA 2022-12-25
ER

PT J
AU Law, B
Cumming, J
Hall, C
AF Law, Barbi
Cumming, Jennifer
Hall, Craig
TI Achievement Goal Profiles and Observational Learning Use: An Exploratory
Investigation
SO JOURNAL OF SPORT & EXERCISE PSYCHOLOGY
LA English
DT Meeting Abstract
C1 [Law, Barbi] Nipissing Univ, N Bay, ON, Canada.
[Cumming, Jennifer] Univ Birmingham, Birmingham B15 2TT, W Midlands, England.
[Hall, Craig] Univ Western Ontario, London, ON N6A 3K7, Canada.
C3 Nipissing University; University of Birmingham; Western University
(University of Western Ontario)
RI Cumming, Jennifer/AAM-4466-2020
OI Cumming, Jennifer/0000-0001-5655-7842
NR 0
TC 0
Z9 0
U1 0
U2 4
PU HUMAN KINETICS PUBL INC
PI CHAMPAIGN
PA 1607 N MARKET ST, PO BOX 5076, CHAMPAIGN, IL 61820-2200 USA
SN 0895-2779
J9 J SPORT EXERCISE PSY
JI J. Sport Exerc. Psychol.
PD JUL
PY 2010
VL 32
SU S
BP S189
EP S189
PG 1
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA 616VM
UT WOS:000279238600336
DA 2022-12-25
ER

PT J
AU Dasinger, TM
Solmon, M
AF Dasinger, Timothy M.
Solmon, Melinda
TI Using Achievement Goal Theory to Understand Anxiety in Physical Activity
SO RESEARCH QUARTERLY FOR EXERCISE AND SPORT
LA English
DT Meeting Abstract
C1 [Dasinger, Timothy M.; Solmon, Melinda] Louisiana State Univ, Baton Rouge, LA
70803 USA.
C3 Louisiana State University System; Louisiana State University
EM tdasin1@[Link]
NR 0
TC 0
Z9 0
U1 0
U2 6
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0270-1367
EI 2168-3824
J9 RES Q EXERCISE SPORT
JI Res. Q. Exerc. Sport
PY 2018
VL 89
SU 1
BP A48
EP A48
PG 1
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA GA3CA
UT WOS:000428204100077
DA 2022-12-25
ER

PT J
AU Nasiruddin, NJB
Xiang, P
 McBride, RE
Lee, J
Liu, JL
Scarmardo, M
AF Nasiruddin, Nasnoor Juzaily Bin Mohd
Xiang, Ping
McBride, Ron E.
Lee, Jihye
Liu, Jiling
Scarmardo, Melissa
TI The Achievement Goal Questionnaire-Physical Education Psychometric
Properties: Gender Measurement Invariance
SO RESEARCH QUARTERLY FOR EXERCISE AND SPORT
LA English
DT Meeting Abstract
C1 [Nasiruddin, Nasnoor Juzaily Bin Mohd; Xiang, Ping; McBride, Ron E.; Lee, Jihye;
Liu, Jiling; Scarmardo, Melissa] Texas A&M Univ, College Stn, TX 77843 USA.
C3 Texas A&M University System; Texas A&M University College Station
EM samba959@[Link]
NR 0
TC 0
Z9 0
U1 0
U2 0
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0270-1367
EI 2168-3824
J9 RES Q EXERCISE SPORT
JI Res. Q. Exerc. Sport
PY 2017
VL 88
SU 1
BP A49
EP A49
PG 1
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA EU6AF
UT WOS:000401115400078
DA 2022-12-25
ER

PT J
AU Nasiruddin, N
McBride, RE
Xiang, P
Liu, JL
Scarmardo, M
Lee, J
AF Nasiruddin, Nasnoor
McBride, Ron E.
Xiang, Ping
Liu, Jiling
Scarmardo, Melissa
 Lee, Jihye
TI Rasch Model Analysis: The Achievement Goal Questionnaire-Physical
Education Psychometric Properties
SO RESEARCH QUARTERLY FOR EXERCISE AND SPORT
LA English
DT Meeting Abstract
C1 [Nasiruddin, Nasnoor; McBride, Ron E.; Xiang, Ping; Liu, Jiling; Scarmardo,
Melissa; Lee, Jihye] Texas A&M Univ, College Stn, TX 77843 USA.
C3 Texas A&M University System; Texas A&M University College Station
EM sambakhus@[Link]
NR 0
TC 0
Z9 0
U1 0
U2 2
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0270-1367
EI 2168-3824
J9 RES Q EXERCISE SPORT
JI Res. Q. Exerc. Sport
PY 2016
VL 87
SU 2
SI SI
BP A19
EP A19
PG 1
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA DV6GP
UT WOS:000383031300022
DA 2022-12-25
ER

PT J
AU Lewis, S
AF Lewis, Scott
TI Goal orientations of general chemistry students via the achievement goal
framework
SO ABSTRACTS OF PAPERS OF THE AMERICAN CHEMICAL SOCIETY
LA English
DT Meeting Abstract
CT National Meeting of the American-Chemical-Society (ACS)
CY MAR 31-APR 04, 2019
CL Orlando, FL
SP Amer Chem Soc
C1 [Lewis, Scott] Univ S Florida, Chem, Tampa, FL USA.
C3 State University System of Florida; University of South Florida
EM slewis@[Link]
NR 0
TC 0
Z9 0
U1 0
U2 1
PU AMER CHEMICAL SOC
PI WASHINGTON
PA 1155 16TH ST, NW, WASHINGTON, DC 20036 USA
SN 0065-7727
J9 ABSTR PAP AM CHEM S
JI Abstr. Pap. Am. Chem. Soc.
PD MAR 31
PY 2019
VL 257
MA 1757
PG 1
WC Chemistry, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Conference Proceedings Citation
Index - Science (CPCI-S)
SC Chemistry
GA IN7KL
UT WOS:000478860503600
DA 2022-12-25
ER

PT J
AU Van Yperen, NW
AF Van Yperen, Nico W.
TI In the context of a sports match, the goal to win is most important,
right? Suggestive evidence for a hierarchical achievement goal system
SO PSYCHOLOGY OF SPORT AND EXERCISE
LA English
DT Article
DE Achievement motivation; Competition; Mastery; Performance; Korfball
ID COGNITIVE INTERFERENCE; VOLLEYBALL PLAYERS; SOCIAL COMPARISONS;
PROFILES; MASTERY; OTHERS; MODEL; DETERMINANTS; INFORMATION; COMPETITION
AB When evaluating one's own or others' performances, there is a strong tendency to
rely on social comparison information. Remarkably, however, the extant achievement
goal research suggests that the prevalence of other-based goals is very low, also
in sport contexts. In the present research, we argue and demonstrate that in the
context of a sports match: (1) most athletes' overarching achievement goal is an
other-based approach goal (i.e., the goal to win), and (2) athletes with an
overarching other-based approach goal also rely on self-based criteria (referring
to one's personal performance trajectory) and task-based criteria (referring to the
absolute demands of the task). Survey data was collected among 647 competitive
korfball players (69.4% women), ranging in age from 16 to 56 years. As expected,
for most athletes (51.6%), to win matches was their overarching achievement goal,
and pursuing self-based and task-based approach goals added to their competence
satisfaction. In such a hierarchical achievement goal system, subordinate goals
likely help athletes to increase their awareness of what actions and means
facilitate their focal objective: Coming out victorious.
C1 [Van Yperen, Nico W.] Univ Groningen, Dept Psychol, Groningen, Netherlands.
C3 University of Groningen
RP Van Yperen, NW (corresponding author), Univ Groningen, Dept Psychol, Groningen,
Netherlands.
EM [Link]@[Link]
RI Van Yperen, Nico W./C-2341-2012
OI Van Yperen, Nico W./0000-0003-2116-8841
CR ALBERT S, 1977, PSYCHOL REV, V84, P485, DOI 10.1037/0033-295X.84.6.485
Baumeister R.F., 2007, SOCIAL PSYCHOL HDB B, P516, DOI DOI 10.1093/JXB/39.6.775
Bounoua L, 2012, BRIT J SOC PSYCHOL, V51, P626, DOI 10.1111/j.2044-
8309.2011.02027.x
Cecchini-Estrada JA, 2017, EUR PHYS EDUC REV, V23, P461, DOI
10.1177/1356336X16655779
 Chatzisarantis NLD, 2016, CONTEMP EDUC PSYCHOL, V46, P61, DOI
10.1016/[Link].2016.04.009
Cheung JH, 2017, J BUS PSYCHOL, V32, P347, DOI 10.1007/s10869-016-9458-5
Cumming SP, 2008, PSYCHOL SPORT EXERC, V9, P686, DOI
10.1016/[Link].2007.09.003
Darnon C, 2009, J PERS SOC PSYCHOL, V96, P119, DOI 10.1037/a0012824
Daumiller M, 2022, INT J SPORT EXERC PS, V20, P416, DOI
10.1080/1612197X.2021.1877326
Deffenbacher J. L., 1980, TEST ANXIETY THEORY, P111
Duckworth A, 2014, CURR DIR PSYCHOL SCI, V23, P319, DOI 10.1177/0963721414541462
Duckworth AL, 2007, J PERS SOC PSYCHOL, V92, P1087, DOI 10.1037/0022-
3514.92.6.1087
Dysvik A, 2013, BRIT J SOC PSYCHOL, V52, P412, DOI 10.1111/j.2044-
8309.2011.02090.x
Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
Elliot AJ, 2017, HANDBOOK OF COMPETENCE AND MOTIVATION, 2 EDITION, P43
Elliot AJ, 2011, J EDUC PSYCHOL, V103, P632, DOI 10.1037/a0023952
Fernandez-Rio J, 2017, J HUM KINET, V59, P91, DOI 10.1515/hukin-2017-0150
Fernandez-Rio J, 2014, EUR J SPORT SCI, V14, P265, DOI
10.1080/17461391.2013.819383
Gardner LA, 2017, J APPL SPORT PSYCHOL, V29, P17, DOI
10.1080/10413200.2016.1173744
Hamstra MRW, 2014, J BUS PSYCHOL, V29, P413, DOI 10.1007/s10869-013-9322-9
Harackiewicz JM, 1998, EDUC PSYCHOL, V33, P1, DOI 10.1207/s15326985ep3301_1
Hardy L., 1996, UNDERSTANDING PSYCHO
Hatzigeorgiadis A, 2002, J SPORT SCI, V20, P707, DOI 10.1080/026404102320219419
Hays K.F., 2012, OXFORD HDB SPORT PER, P24, DOI DOI
10.1093/OXFORDHB/9780199731763.013.0002
Hulleman CS, 2010, PSYCHOL BULL, V136, P422, DOI 10.1037/a0018947
Jury M, 2015, INT J SPORT PSYCHOL, V46, P258, DOI 10.7352/IJSP.2015.46.258
Kamarova S, 2017, BRIT J EDUC PSYCHOL, V87, P630, DOI 10.1111/bjep.12168
Klein WM, 1997, J PERS SOC PSYCHOL, V72, P763, DOI 10.1037/0022-3514.72.4.763
Kruglanski AW, 2002, ADV EXP SOC PSYCHOL, V34, P331, DOI 10.1016/S0065-
2601(02)80008-9
Lovejoy CM, 2010, MOTIV EMOTION, V34, P242, DOI 10.1007/s11031-010-9179-4
Mascret N, 2015, PSYCHOL SPORT EXERC, V17, P7, DOI
10.1016/[Link].2014.11.001
Mascret N, 2017, EDUC PSYCHOL-UK, V37, P346, DOI 10.1080/01443410.2015.1096324
McCabe KO, 2013, J RES PERS, V47, P698, DOI 10.1016/[Link].2013.06.003
Meade AW, 2012, PSYCHOL METHODS, V17, P437, DOI 10.1037/a0028085
Michou A, 2014, BRIT J EDUC PSYCHOL, V84, P650, DOI 10.1111/bjep.12055
Mussweiler T, 2004, J EXP SOC PSYCHOL, V40, P689, DOI 10.1016/[Link].2004.01.004
Rawsthorne L J, 1999, Pers Soc Psychol Rev, V3, P326, DOI
10.1207/s15327957pspr0304_3
SARASON IG, 1986, J PERS SOC PSYCHOL, V51, P215, DOI 10.1037/0022-3514.51.1.215
Scheltinga PAM, 2016, EDUC PSYCHOL-UK, V36, P1173, DOI
10.1080/01443410.2015.1024613
Sijbom RBL, 2016, EUR J SOC PSYCHOL, V46, P732, DOI 10.1002/ejsp.2223
Sijbom RBL, 2015, EUR J WORK ORGAN PSY, V24, P279, DOI
10.1080/1359432X.2014.892480
Thill EE, 2000, EUR J SOC PSYCHOL, V30, P101, DOI 10.1002/(SICI)1099-
0992(200001/02)30:1<101::AID-EJSP979>[Link];2-E
Van den Broeck A, 2010, J OCCUP ORGAN PSYCH, V83, P981, DOI
10.1348/096317909X481382
Van Yperen N. W., 2021, SOCIAL PSYCHOL HDB B, V3rd, P589
van Yperen NW, 2008, EUR J SOC PSYCHOL, V38, P260, DOI 10.1002/ejsp.425
Van Yperen NW, 2006, PERS SOC PSYCHOL B, V32, P1432, DOI
10.1177/0146167206292093
Van Yperen NW, 2015, HUM PERFORM, V28, P165, DOI 10.1080/08959285.2015.1006772
 Van Yperen NW, 2014, PLOS ONE, V9, DOI 10.1371/[Link].0093594
Van Yperen NW, 2014, PERS SOC PSYCHOL B, V40, P676, DOI 10.1177/0146167214523475
Van Yperen NW, 2013, J ECON PSYCHOL, V38, P71, DOI 10.1016/[Link].2012.08.013
Vansteenkiste M, 2014, J SPORT EXERCISE PSY, V36, P131, DOI 10.1123/jsep.2012-
0271
WASSERTHEIL S, 1970, BIOMETRICS, V26, P588, DOI 10.2307/2529115
Weisinger H., 2015, PERFORMING PRESSURE
Williams K.J., 2013, NEW DEV GOAL SETTING, P375
Wolff F, 2018, J EDUC PSYCHOL, V110, P1005, DOI 10.1037/edu0000248
Zell E, 2020, SOC PSYCHOL PERS SCI, V11, P791, DOI 10.1177/1948550619884564
Zimmerman BJ, 2017, HANDBOOK OF COMPETENCE AND MOTIVATION, 2 EDITION, P313
NR 57
TC 2
Z9 2
U1 5
U2 6
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1469-0292
EI 1878-5476
J9 PSYCHOL SPORT EXERC
JI Psychol. Sport Exerc.
PD MAY
PY 2022
VL 60
AR 102134
DI 10.1016/[Link].2022.102134
PG 8
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA ZL3VI
UT WOS:000763607100012
OA hybrid, Green Published
DA 2022-12-25
ER

PT J
AU Lee, J
Xiang, P
McBride, RE
Liu, JL
Latterman, L
Scarmardo, M
Juzaily, N
AF Lee, Jihye
Xiang, Ping
McBride, Ron E.
Liu, Jiling
Latterman, Larry
Scarmardo, Melissa
Juzaily, Nasnoor
TI The 2 x 2 Achievement Goal Model in a Summer Sports Camp
SO RESEARCH QUARTERLY FOR EXERCISE AND SPORT
LA English
DT Meeting Abstract
C1 [Lee, Jihye; Xiang, Ping; McBride, Ron E.; Liu, Jiling; Latterman, Larry;
Scarmardo, Melissa; Juzaily, Nasnoor] Texas A&M Univ, College Stn, TX 77843 USA.
C3 Texas A&M University System; Texas A&M University College Station
EM vkstm49@[Link]
NR 0
TC 0
Z9 0
U1 0
U2 3
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0270-1367
EI 2168-3824
J9 RES Q EXERCISE SPORT
JI Res. Q. Exerc. Sport
PY 2016
VL 87
SU 2
SI SI
BP A21
EP A21
PG 1
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA DV6GP
UT WOS:000383031300025
DA 2022-12-25
ER

PT J
AU Alrakaf, S
Sainsbury, E
Rose, G
Smith, L
AF Alrakaf, Saleh
Sainsbury, Erica
Rose, Grenville
Smith, Lorraine
TI Investigating the Relationship Between Pharmacy Students' Achievement
Goal Orientations and Preferred Teacher Qualities
SO AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION
LA English
DT Article
DE achievement goals; motivation; pharmacy education; teacher qualities;
student preferences
ID PERFORMANCE; MOTIVATION; EXPERIENCE; MASTERY; COLLEGE; ABILITY
AB Objective. To investigate the relationships between pharmacy students' preferred
teacher qualities and their academic achievement goal orientations.
Methods. Participants completed an achievement goal questionnaire and a build-a-
teacher task. For the latter, students were given a $20 hypothetical budget to
purchase amounts of 9 widely valued teachers' qualities.
Results. Three hundred sixty-six students participated. Students spent most of
their budget on the traits of enthusiasm, expertise, and clear presentation style,
and the least amount of money on interactive teaching, reasonable workload, warm
personality, and intellectually challenging. In relation to achievement goals,
negative associations were found between avoidance goals and preferences for
teachers who encourage rigorous thinking and self-direction.
Conclusion. These novel findings provide a richer profile of the ways students
respond to their learning environment. Understanding the relationships between
teachers' characteristics and pharmacy students' achievement goal orientations will
contribute to improving the quality of pharmacy learning and teaching environments.
C1 [Alrakaf, Saleh; Sainsbury, Erica; Smith, Lorraine] Univ Sydney, Fac Pharm,
Sydney, NSW 2006, Australia.
[Rose, Grenville] Aftercare, Innovat & Evaluat, Sydney, NSW, Australia.
C3 University of Sydney
RP Alrakaf, S (corresponding author), Univ Sydney, Fac Pharm, Room S114,Pharm &
Bank Bldg A15, Sydney, NSW 2006, Australia.
EM salr4982@[Link]
RI Rose, Grenville/AAG-6551-2019
OI Smith, Lorraine/0000-0002-3499-1514; Rose, Grenville/0000-0003-0283-8600
CR Akin A., 2008, WORLD APPL SCI J, V3, P725
Alrakaf S, RES J PHARM IN PRESS
Alrakaf S, 2013, AUSTR PHARM SCI ASS
AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
Barron K.E., 2003, INT J EDUC RES, V39, P357, DOI [DOI
10.1016/[Link].2004.06.004, 10.1016/[Link].2004.06.004]
Conroy DE, 2004, ANXIETY STRESS COPIN, V17, P271, DOI
10.1080/1061580042000191642
Costa ML, 2007, MED EDUC, V41, P214, DOI 10.1111/j.1365-2929.2006.02677.x
Crocker J, 2009, SELF IDENTITY, V8, P251, DOI 10.1080/15298860802505160
Diseth A, 2011, LEARN INDIVID DIFFER, V21, P191, DOI
10.1016/[Link].2011.01.003
Doiron R, 2011, NEW LIB WORLD, V112, P222, DOI 10.1108/03074801111136266
Elliot A. J., 2005, HDB COMPETENCE MOTIV, P3, DOI DOI 10.1037/0022-0167.51.1.115
Elliot AJ, 1999, J EDUC PSYCHOL, V91, P549, DOI 10.1037/0022-0663.91.3.549
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Harackiewicz JM, 2002, J EDUC PSYCHOL, V94, P638, DOI 10.1037//0022-
0663.94.3.638
Harackiewicz JM, 2002, J EDUC PSYCHOL, V94, P562, DOI 10.1037//0022-
0663.94.3.562
Harris A, 2008, BRIT J EDUC PSYCHOL, V78, P355, DOI 10.1348/000709907X267067
Huang CJ, 2012, J EDUC PSYCHOL, V104, P48, DOI 10.1037/a0026223
Hughes A., HIGHER ED WEB 2 0 WO
Hulleman CS, 2010, ADV MOTIV A, V16, P71, DOI 10.1108/S0749-7423(2010)000016A006
Hulleman CS, 2010, PSYCHOL BULL, V136, P422, DOI 10.1037/a0018947
Knight Jennifer K, 2005, Cell Biol Educ, V4, P298, DOI 10.1187/05-06-0082
Li NP, 2002, J PERS SOC PSYCHOL, V82, P947, DOI 10.1037//0022-3514.82.6.947
MacGregor J., 2003, QUALITY ASSURANCE IN, V11, P15, DOI DOI
10.1108/09684880310462047
Murayama K., 2012, OXFORD HDB HUMAN MOT, P191
Murayama K, 2012, PSYCHOL BULL, V138, P1035, DOI 10.1037/a0028324
Murayama K, 2009, J EDUC PSYCHOL, V101, P432, DOI 10.1037/a0014221
Murphy KR, 2004, J APPL PSYCHOL, V89, P158, DOI 10.1037/0021-9010.89.1.158
NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
Pallant J., 2011, SPSS PRIRUCNIK PREZI, V3rd ed.
Pintrich PR, 2000, CONTEMP EDUC PSYCHOL, V25, P92, DOI 10.1006/ceps.1999.1017
Remedios R, 2008, EDUC PSYCHOL-UK, V28, P677, DOI 10.1080/01443410802200257
Reynolds D., 1996, WORLDS APART REV INT
Senko C, 2005, J EDUC PSYCHOL, V97, P320, DOI 10.1037/0022-0663.97.3.320
Senko C, 2012, BRIT J EDUC PSYCHOL, V82, P420, DOI 10.1111/j.2044-
8279.2011.02036.x
Senko C, 2011, EDUC PSYCHOL-US, V46, P26, DOI 10.1080/00461520.2011.538646
Shim SS, 2013, LEARN INSTR, V23, P69, DOI 10.1016/[Link].2012.05.008
Shim SS, 2012, J EXP EDUC, V81, P84, DOI 10.1080/00220973.2011.635168
 Smith L., 2003, THESIS U SYDNEY SYDN
Smith L, 2007, AM J PHARM EDUC, V71, DOI 10.5688/aj7106120
Smith L, 2010, AM J PHARM EDUC, V74, DOI 10.5688/aj7406106
Stronge J.H., 2007, QUALITIES EFFECTIVE
Van Yperen NW, 2009, EUR J SOC PSYCHOL, V39, P932, DOI 10.1002/ejsp.590
Voss R, 2006, QUAL ASSUR EDUC, V14, P217, DOI 10.1108/09684880610678540
Wolters CA, 1998, J EDUC PSYCHOL, V90, P224, DOI 10.1037/0022-0663.90.2.224
Wolters CA, 2004, J EDUC PSYCHOL, V96, P236, DOI 10.1037/0022-0663.96.2.236
Wolters CA, 2007, J EDUC PSYCHOL, V99, P181, DOI 10.1037/0022-0663.99.1.181
NR 46
TC 4
Z9 4
U1 2
U2 7
PU AMER ASSOC COLL PHARMACY
PI ALEXANDRIA
PA 1426 PRINCE STREET, ALEXANDRIA, VA 22314-2815 USA
SN 0002-9459
EI 1553-6467
J9 AM J PHARM EDUC
JI Am. J. Pharm. Educ.
PY 2014
VL 78
IS 7
AR 135
DI 10.5688/ajpe787135
PG 6
WC Education, Scientific Disciplines; Pharmacology & Pharmacy
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Education & Educational Research; Pharmacology & Pharmacy
GA AQ4DF
UT WOS:000342741800007
PM 25258440
OA Green Published
DA 2022-12-25
ER

PT J
AU Cowden, RG
Mascret, N
Duckett, TR
AF Cowden, Richard Gregory
Mascret, Nicolas
Duckett, Timothy Ryan
TI A person-centered approach to achievement goal orientations in
competitive tennis players: Associations with motivation and mental
toughness
SO JOURNAL OF SPORT AND HEALTH SCIENCE
LA English
DT Article
DE Achievement goals; Latent profile analysis; Mental toughness;
Motivation; Sport
ID SPORT MOTIVATION; LATENT PROFILE; AVOIDANCE MOTIVATION; INTRINSIC
MOTIVATION; ATHLETE BURNOUT; PERFECTIONISM; PERCEPTIONS; PERFORMANCE;
VALIDATION; STABILITY
AB Background: Research on achievement goal orientations in sport has typically
relied on the use of variable-centered approaches that tend to overlook population
heterogeneity. In this study, we used a person-centered approach to identify
subgroups of competitive tennis players according to unique combinations of
achievement goal orientations and tested for subgroup differences in motivation and
mental toughness.
Methods: A sample of 323 competitive tennis athletes (69.35% male) between 15
and 25 years of age (17.60 +/- 2.40 years, mean +/- SD) completed the 3 x 2
Achievement Goal Questionnaire for Sport, Sport Motivation Scale II, and Mental
Toughness Index. Latent profile analysis was used to identify unique combinations
of achievement goal orientations. Comparisons between latent subgroups on
autonomous motivation, controlled motivation, and mental toughness were performed
using analysis of variance.
Results: Latent profile analysis supported 3 distinct patterns of achievement
goal profiles that were primarily distinguishable based on valence of competence
(i.e., approach vs. avoidance). Analyses of variance indicated that athletes who
were classified into subgroups that endorsed approach types of goals (regardless of
the types of avoidance goals they endorsed) reported higher levels of autonomous
motivation and mental toughness.
Conclusion: Results indicated that athletes tend to pursue a number of
achievement goals collectively rather than in isolation. Although approach goals
are more commonly linked to adaptive psychological functioning and positive
outcomes, avoidance goals may also be associated with desirable psychological
characteristics if they are pursued in conjunction with approach types of
achievement goals.
C1 [Cowden, Richard Gregory] Univ KwaZulu Natal, Dept Behav Med, ZA-4041 Durban,
Kwazulu Natal, South Africa.
[Cowden, Richard Gregory] Middle Tennessee State Univ, Dept Psychol,
Murfreesboro, TN 37132 USA.
[Mascret, Nicolas] Aix Marseille Univ, CNRS, ISM, F-13007 Marseille, France.
[Duckett, Timothy Ryan] Univ Toledo, Dept Educ Fdn & Leadership, Toledo, OH
43610 USA.
C3 University of Kwazulu Natal; Middle Tennessee State University; Centre
National de la Recherche Scientifique (CNRS); UDICE-French Research
Universities; Aix-Marseille Universite; University System of Ohio;
University of Toledo
RP Cowden, RG (corresponding author), Univ KwaZulu Natal, Dept Behav Med, ZA-4041
Durban, Kwazulu Natal, South Africa.; Cowden, RG (corresponding author), Middle
Tennessee State Univ, Dept Psychol, Murfreesboro, TN 37132 USA.
EM richardgregorycowden@[Link]
RI Cowden, Richard Gregory G/K-7389-2018
OI Cowden, Richard Gregory G/0000-0002-9027-4253
CR Adie JW, 2010, J APPL SOC PSYCHOL, V40, P2750, DOI 10.1111/j.1559-
1816.2010.00679.x
[Anonymous], 2009, RES Q EXERCISE SPORT, V80, P303
Baumeister R.F., 2001, REV GEN PSYCHOL, V5, P323, DOI
[[Link] DOI 10.1037/1089-2680.5.4.323,
10.1037//1089-2680.5.4.323, DOI 10.1037//1089-2680.5.4.323]
Beck N, 2017, INT J SPORT PSYCHOL, V48, P185, DOI 10.7352/IJSP.2017.48.185
Bell JJ, 2013, SPORT EXERC PERFORM, V2, P281, DOI 10.1037/a0033129
Chalabaev A, 2017, SCAND J MED SCI SPOR, V27, P2040, DOI 10.1111/sms.12807
Clancy RB, 2016, PSYCHOL SPORT EXERC, V27, P232, DOI
10.1016/[Link].2016.09.003
COAKLEY J, 1992, SOCIOL SPORT J, V9, P271, DOI 10.1123/ssj.9.3.271
Collins LM., 2010, LATENT CLASS LATENT, DOI DOI 10.1002/9780470567333
Connaughton D, 2010, SPORT PSYCHOL, V24, P168, DOI 10.1123/tsp.24.2.168
Conroy DE, 2003, J SPORT EXERCISE PSY, V25, P456, DOI 10.1123/jsep.25.4.456
Cook C, 2014, QUAL RES SPORT EXERC, V6, P329, DOI 10.1080/2159676X.2013.857708
Cowden R.G., 2017, OPEN SPORTS SCI J, V10, P1, DOI [10.2174/1875399X01710010001,
DOI 10.2174/1875399X01710010001]
Cowden RG, 2016, PERCEPT MOTOR SKILL, V123, P341, DOI 10.1177/0031512516659902
Cribari-Neto F, 2004, COMPUT STAT DATA AN, V45, P215, DOI 10.1016/S0167-
9473(02)00366-3
Crust L, 2014, QUAL RES SPORT EXERC, V6, P441, DOI 10.1080/2159676X.2014.901986
Curran PJ, 1996, PSYCHOL METHODS, V1, P16, DOI 10.1037//1082-989X.1.1.16
Defrancesco C, 1997, INT J SPORT PSYCHOL, V28, P185
Dunn TJ, 2014, BRIT J PSYCHOL, V105, P399, DOI 10.1111/bjop.12046
Dweck's, 2005, HDB COMPETENCE MOTIV, P52
Ekstrom CT, 2014, TEACH STAT, V36, P23, DOI 10.1111/test.12027
Elliot AJ, 2001, EDUC PSYCHOL REV, V13, P73, DOI 10.1023/A:1009009018235
Elliot AJ, 2006, MOTIV EMOTION, V30, P111, DOI 10.1007/s11031-006-9028-7
Elliot AJ, 2011, J EDUC PSYCHOL, V103, P632, DOI 10.1037/a0023952
Gaudreau P, 2016, PSYCHOL BELG, V56, P244, DOI 10.5334/pb.266
Gillet N, 2009, MOTIV EMOTION, V33, P49, DOI 10.1007/s11031-008-9115-z
Gucciardi DF, 2017, CURR OPIN PSYCHOL, V16, P17, DOI
10.1016/[Link].2017.03.010
Gucciardi DF, 2015, J PERS, V83, P26, DOI 10.1111/jopy.12079
Gucciardi DF, 2010, J SPORT SCI, V28, P615, DOI 10.1080/02640410903582792
Hipp JR, 2006, PSYCHOL METHODS, V11, P36, DOI 10.1037/1082-989X.11.1.36
Hodge K, 2013, J SPORT EXERCISE PSY, V35, P419, DOI 10.1123/jsep.35.4.419
In'nami Y, 2013, APPL STRUCTURAL EQUA, P23, DOI DOI 10.1007/978-94-6209-332-4_2
Jones G, 2007, SPORT PSYCHOL, V21, P243, DOI 10.1123/tsp.21.2.243
Jowett GE, 2013, SPORT EXERC PERFORM, V2, P48, DOI 10.1037/a0029770
Langan E, 2016, INT J SPORT EXERC PS, V14, P57, DOI
10.1080/1612197X.2015.1016084
Laursen B, 2006, MERRILL PALMER QUART, V52, P377, DOI 10.1353/mpq.2006.0029
Li CX, 2019, CURR PSYCHOL, V38, P1328, DOI 10.1007/s12144-017-9692-7
Li CX, 2018, INT J SPORT EXERC PS, V16, P51, DOI [10.1080/1612197x.2016.1153130,
10.1080/1612197X.2016.1153130]
Litalien D, 2017, DEV PSYCHOL, V53, P731, DOI 10.1037/dev0000288
Lochbaum M, 2015, J SPORT HEALTH SCI, V4, P164, DOI 10.1016/[Link].2013.12.004
Lonsdale C, 2009, J SPORT SCI, V27, P785, DOI 10.1080/02640410902929366
Madigan DJ, 2017, PSYCHOL SPORT EXERC, V32, P138, DOI
10.1016/[Link].2017.07.002
Madigan DJ, 2017, PSYCHOL SPORT EXERC, V28, P120, DOI
10.1016/[Link].2016.10.008
Mascret N, 2015, PSYCHOL SPORT EXERC, V17, P7, DOI
10.1016/[Link].2014.11.001
Morin AJS, 2016, ORGAN RES METHODS, V19, P231, DOI 10.1177/1094428115621148
Morin AJS, 2011, ORGAN RES METHODS, V14, P58, DOI 10.1177/1094428109356476
Mouratidis A, 2011, PSYCHOL SPORT EXERC, V12, P355, DOI
10.1016/[Link].2011.03.006
Muthen B., HDB QUANTITATIVE MET
Newman HJH, 2016, FRONT PSYCHOL, V7, DOI 10.3389/fpsyg.2016.00868
Nylund KL, 2007, STRUCT EQU MODELING, V14, P535, DOI 10.1080/10705510701575396
Oberski D, 2016, HUM-COMPUT INT-SPRIN, P275, DOI 10.1007/978-3-319-26633-6_12
Pelletier LG, 2013, PSYCHOL SPORT EXERC, V14, P329, DOI
10.1016/[Link].2012.12.002
Peugh J, 2013, STRUCT EQU MODELING, V20, P616, DOI
[10.1080/10705511.2013.824780, 10.1080/10705511.2013.769395]
Powell AJ, 2017, FRONT PSYCHOL, V8, DOI 10.3389/fpsyg.2017.01270
R Core Team R, 2022, R LANG ENV STAT COMP
Roskes M, 2013, EMOT REV, V5, P264, DOI 10.1177/1754073913477512
Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037/0003-066X.55.1.68
Spray CM, 2006, EUR J SPORT SCI, V6, P43, DOI 10.1080/17461390500422879
Stanley L, 2017, FAM BUS REV, V30, P84, DOI 10.1177/0894486516677426
Stekhoven DJ, 2012, BIOINFORMATICS, V28, P112, DOI 10.1093/bioinformatics/btr597
Vansteenkiste M, 2014, J SPORT EXERCISE PSY, V36, P131, DOI 10.1123/jsep.2012-
0271
Vaughan R, 2018, SPORT EXERC PERFORM, V7, P128, DOI 10.1037/spy0000114
Wang CKJ, 2009, INT J SPORTS SCI COA, V4, P177, DOI 10.1260/174795409788549472
 Wang HF, 2010, TRANSPORT RES REC, P1, DOI 10.3141/2166-01
Weinberg R, 2017, INT J SPORT PSYCHOL, V48, P280, DOI 10.7352/IJSP.2017.48.280
NR 65
TC 2
Z9 2
U1 4
U2 17
PU SHANGHAI UNIV SPORT
PI SHANGHAI
PA EDITORIAL BOARD, 650 QINGYUANHUAN RD, SHANGHAI, 200438, PEOPLES R CHINA
SN 2095-2546
EI 2213-2961
J9 J SPORT HEALTH SCI
JI J. Sport Health Sci.
PD JAN
PY 2021
VL 10
IS 1
BP 73
EP 81
DI 10.1016/[Link].2018.10.001
EA JAN 2021
PG 9
WC Hospitality, Leisure, Sport & Tourism; Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Sport Sciences
GA QB4PQ
UT WOS:000614123000008
PM 33518017
OA Green Published, gold
DA 2022-12-25
ER

PT J
AU Hulleman, CS
Schrager, SM
Bodmann, SM
Harackiewicz, JM
AF Hulleman, Chris S.
Schrager, Sheree M.
Bodmann, Shawn M.
Harackiewicz, Judith M.
TI A Meta-Analytic Review of Achievement Goal Measures: Different Labels
for the Same Constructs or Different Constructs With Similar Labels?
SO PSYCHOLOGICAL BULLETIN
LA English
DT Review
DE achievement goals; meta-analysis; motivation; interest; performance
ID HIGH-SCHOOL-STUDENTS; HIERARCHICAL MODEL; ACADEMIC-ACHIEVEMENT;
LEARNING-STRATEGIES; SELF-EFFICACY; WORK DOMAIN; TASK-VALUE; MOTIVATION;
ORIENTATION; PERFORMANCE
AB This meta-analysis addresses whether achievement goal researchers are using
different labels for the same constructs or putting the same labels on different
constructs We systematically examined whether conceptual and methodological
differences in the measurement of achievement goals moderated achievement goal
intercorrelations and relationships with outcomes We reviewed 243 correlational
studies of self-reported achievement goals comprising a total of 91,087
participants The items used to measure achievement goals were coded as being goal
relevant (future-focused, cognitively represented, competence-related end states
that the individual approaches or avoids) and were categorized according to the
different conceptual definitions found within the literature. The results indicated
that achievement goal outcome and goal goal correlations differed significantly
depending on the goal scale chosen, the individual items used to assess goal
strivings, and sociodemographic characteristics of the sample under study For
example, performance-approach goal scales coded as having a majority of normatively
referenced items had a positive correlation with performance outcomes ((r) over cap
= 14), whereas scales with a majority of appearance and evaluative items had a
negative relationship ((r) over cap = 14) Mastery-approach goal scales that
contained goal-relevant language were not significantly related to performance
outcomes ((r) over cap = 05), whereas those that did not contain goal-relevant
language had a positive relationship with performance outcomes ((r) over cap = 14)
We concluded that achievement goal researchers are using the same label for
conceptually different constructs This discrepancy between conceptual and
operational definitions and the absence of goal-relevant language in achievement
goal measures may be preventing productive theory testing, research synthesis, and
practical application
C1 [Hulleman, Chris S.] James Madison Univ, Dept Grad Psychol, Harrisonburg, VA
22807 USA.
[Hulleman, Chris S.] James Madison Univ, Ctr Assessment & Res Studies,
Harrisonburg, VA 22807 USA.
[Schrager, Sheree M.] Childrens Hosp Los Angeles, Saban Res Inst, Los Angeles,
CA USA.
[Bodmann, Shawn M.; Harackiewicz, Judith M.] Univ Wisconsin, Dept Psychol,
Madison, WI 53706 USA.
C3 James Madison University; James Madison University; Children's Hospital
Los Angeles; University of Wisconsin System; University of Wisconsin
Madison
RP Hulleman, CS (corresponding author), James Madison Univ, Dept Grad Psychol, 821
S Main St,MSC6806, Harrisonburg, VA 22807 USA.
RI Schrager, Sheree M./AAH-1302-2019
OI Schrager, Sheree M./0000-0001-6352-5056
FU U.S Department of Education, Institute for Education Sciences
[R305C050055, R305B050029]
FX Portions of this article were presented at the 2007 American Educational
Research Association annual convention and the 2009 Society for the
Study of Motivation annual conference This research was supported in
part by grants from the U.S Department of Education, Institute for
Education Sciences through Award R305C050055 to the University of
Wisconsin Madison and Award R305B050029 to Vanderbilt University
CR AMES C, 1984, J EDUC PSYCHOL, V76, P478, DOI 10.1037/0022-0663.76.3.478
AMES C, 1988, J EDUC PSYCHOL, V80, P260, DOI 10.1037/0022-0663.80.3.260
AMES C, 1987, J EDUC PSYCHOL, V79, P409, DOI 10.1037/0022-0663.79.4.409
AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
Anderman EM, 1998, J EDUC PSYCHOL, V90, P84, DOI 10.1037/0022-0663.90.1.84
Anderman EM, 1998, J ADOLESCENT RES, V13, P73, DOI 10.1177/0743554898131005
ANDERMAN EM, 2003, IND POS DEV C WASH D
ATKINSON JW, 1957, PSYCHOL REV, V64, P359, DOI 10.1037/h0043445
ATKINSON JW, 1974, MOTIVATION ACHIEVEME, P11
Austin JT, 1996, PSYCHOL BULL, V120, P338, DOI 10.1037/0033-2909.120.3.338
Baranik LE, 2007, EDUC PSYCHOL MEAS, V67, P697, DOI 10.1177/0013164406292090
Barron K. E., 2008, 21 CENTURY PSYCHOL R, P55, DOI DOI 10.4135/9781412956321
Barron KE, 2001, J PERS SOC PSYCHOL, V80, P706, DOI 10.1037//0022-3514.80.5.706
Bereby-Meyer Y, 2005, CONTEMP EDUC PSYCHOL, V30, P1, DOI
10.1016/[Link].2004.06.003
Bong M, 2001, J EDUC PSYCHOL, V93, P23, DOI 10.1037//0022-0663.93.1.23
Bong M, 2009, J EDUC PSYCHOL, V101, P879, DOI 10.1037/a0015945
BONNEY CR, 2006, DISS ABST INT A, V67, P457
 Brett JF, 1999, J APPL PSYCHOL, V84, P863, DOI 10.1037/0021-9010.84.6.863
Brophy J, 2005, EDUC PSYCHOL-US, V40, P167, DOI 10.1207/s15326985ep4003_3
BUTLER R, 1992, J PERS SOC PSYCHOL, V62, P934, DOI 10.1037/0022-3514.62.6.934
Button SB, 1996, ORGAN BEHAV HUM DEC, V67, P26, DOI 10.1006/obhd.1996.0063
CAMPBELL DT, 1969, ARTIFACT BEHAV RES, P351
Carr S, 2006, J SPORT SCI, V24, P281, DOI 10.1080/02640410500131886
Cohen J., 1983, APPL MULTIPLE REGRES
Cook T.D., 2002, EXPT QUASIEXPERIMENT
COVINGTON MV, 1984, ELEM SCHOOL J, V85, P5, DOI 10.1086/461388
Covington MV, 2000, ANNU REV PSYCHOL, V51, P171, DOI
10.1146/[Link].51.1.171
COVINGTON MV, 1985, J EDUC PSYCHOL, V77, P446, DOI 10.1037/0022-0663.77.4.446
Crocker J, 2004, PSYCHOL BULL, V130, P392, DOI 10.1037/0033-2909.130.3.392
Cury F, 2006, J PERS SOC PSYCHOL, V90, P666, DOI 10.1037/0022-3514.90.4.666
Darnon C, 2007, MOTIV EMOTION, V31, P61, DOI 10.1007/s11031-006-9049-2
DAY E, 2003, 18 ANN SOC IND ORG P
Donnellan MB, 2008, EDUC PSYCHOL MEAS, V68, P643, DOI 10.1177/0013164407310125
DUDA JL, 1992, J EDUC PSYCHOL, V84, P290, DOI 10.1037/0022-0663.84.3.290
DWECK CS, 1988, PSYCHOL REV, V95, P256, DOI 10.1037/0033-295X.95.2.256
DWECK CS, 1986, AM PSYCHOL, V41, P1040, DOI 10.1037/0003-066X.41.10.1040
Dweck's, 2005, HDB COMPETENCE MOTIV, P52
Easter M. A., 2008, ANN M AM ED RES ASS
EISON JA, 1982, CONTEMP EDUC PSYCHOL, V11, P54
Elliot A. J., 2008, HDB MOTIVATIONAL SCI, P235, DOI DOI 10.1007/S11031-007-9058-
9
Elliot A J., 1994, THESIS U WISCONSIN M
Elliot A. J., HDB LIFE SP IN PRESS
Elliot AJ, 2002, J PERS SOC PSYCHOL, V82, P804, DOI 10.1037/0022-3514.82.5.804
Elliot AJ, 1999, J PERS SOC PSYCHOL, V76, P628, DOI 10.1037//0022-3514.76.4.628
Elliot AJ, 1999, EDUC PSYCHOL-US, V34, P169, DOI 10.1207/s15326985ep3403_3
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
Elliot AJ, 1996, J PERS SOC PSYCHOL, V70, P461, DOI 10.1037/0022-3514.70.3.461
Elliot AJ, 2001, EDUC PSYCHOL REV, V13, P139, DOI 10.1023/A:1009057102306
ELLIOT AJ, 2008, ANN M AM ED RES ASS
Elliot AJ, 2008, J EDUC PSYCHOL, V100, P613, DOI 10.1037/0022-0663.100.3.613
Elliott E.S., 1983, HDB CHILD PSYCHOL SO, P643
Else-Quest NM, 2006, PSYCHOL BULL, V132, P33, DOI 10.1037/0033-2909.132.1.33
Field AP, 2001, PSYCHOL METHODS, V6, P161, DOI 10.1037//1082-989X.6.2.161
Finney SJ, 2004, EDUC PSYCHOL MEAS, V64, P365, DOI 10.1177/0013164403258465
Gonzalez AL, 2006, J RES CHILD EDUC, V21, P203, DOI 10.1080/02568540609594589
Grant H, 2003, J PERS SOC PSYCHOL, V85, P541, DOI 10.1037/0022-3514.85.3.541
Harackiewicz JM, 2002, J EDUC PSYCHOL, V94, P638, DOI 10.1037//0022-
0663.94.3.638
Harackiewicz JM, 1997, J PERS SOC PSYCHOL, V73, P1284, DOI 10.1037/0022-
3514.73.6.1284
Harackiewicz JM, 1998, EDUC PSYCHOL, V33, P1, DOI 10.1207/s15326985ep3301_1
Harackiewicz JM, 2008, J EDUC PSYCHOL, V100, P105, DOI 10.1037/0022-
0663.100.1.105
Heckhausen H., 1985, GOAL DIRECTED BEHAV, P134
Hedges L.V., 1985, STAT METHODS META AN
HORVATH M, 2001, ANN M SOC IND ORG PS
Hulleman CS, 2008, J EDUC PSYCHOL, V100, P398, DOI 10.1037/0022-0663.100.2.398
Hulleman CS, 2010, ADV MOTIV A, V16, P71, DOI 10.1108/S0749-7423(2010)000016A006
HULLEMAN CS, 2006, S COND M AM ED RES A
Hunter J.E., 1990, METHODS META ANAL CO
Hunter JE, 2000, INT J SELECT ASSESS, V8, P275, DOI 10.1111/1468-2389.00156
Hyde J. S., 2005, HDB COMPETENCE MOTIV, P375
Kaplan A, 2002, J EDUC PSYCHOL, V94, P646, DOI 10.1037//0022-0663.94.3.646
 Kaplan A, 2002, BRIT J EDUC PSYCHOL, V72, P191, DOI 10.1348/000709902158847
Kaplan A, 2007, EDUC PSYCHOL REV, V19, P141, DOI 10.1007/s10648-006-9012-5
Karabenick SA, 2003, CONTEMP EDUC PSYCHOL, V28, P37, DOI 10.1016/S0361-
476X(02)00012-7
Kruglanski A.W., 1996, PSYCHOL ACTION LINKI, P599
Lepper MR, 2005, J EDUC PSYCHOL, V97, P184, DOI 10.1037/0022-0663.97.2.184
Lewin K., 1944, PERSONALITY BEHAV DI, VVol. 1
Liem AD, 2008, CONTEMP EDUC PSYCHOL, V33, P486, DOI
10.1016/[Link].2007.08.001
Linnenbrink-Garcia L, 2008, REV INT PSYCHOL SOC, V21, P19
MARSH HW, 1994, J SPORT EXERCISE PSY, V16, P365, DOI 10.1123/jsep.16.4.365
McClelland D. C., 1976, ACHIEVEMENT MOTIVE
Middleton M., 1997, ANN M AM ED RES ASS
Midgley C, 1998, CONTEMP EDUC PSYCHOL, V23, P113, DOI 10.1006/ceps.1998.0965
Midgley C, 1996, J EDUC PSYCHOL, V88, P423, DOI 10.1037/0022-0663.88.3.423
Midgley C, 2001, J EDUC PSYCHOL, V93, P77, DOI 10.1037//0022-0663.93.1.77
Midgley C., 2004, SOC PSYCHOL EDUC, V7, P289, DOI
[10.1023/B:[Link], DOI 10.1023/B:[Link]]
Midgley C., 2000, MANUAL PATTERNS ADAP
Moller AC, 2006, FOCUS ON EDUCATIONAL PSYCHOLOGY, P307
Murdock TB, 2004, J EDUC PSYCHOL, V96, P765, DOI 10.1037/0022-0663.96.4.765
Murphy PK, 2000, CONTEMP EDUC PSYCHOL, V25, P3, DOI 10.1006/ceps.1999.1019
Murray H.A., 1938, EXPLOR PERS
NICHOLLS JG, 1985, J EDUC PSYCHOL, V77, P683, DOI 10.1037/0022-0663.77.6.683
NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
NICHOLLS JG, 1979, AM PSYCHOL, V34, P1071, DOI 10.1037/0003-066X.34.11.1071
Park LE, 2007, PERS SOC PSYCHOL B, V33, P1503, DOI 10.1177/0146167207305538
Payne SC, 2007, J APPL PSYCHOL, V92, P128, DOI 10.1037/0021-9010.92.1.128
PERVIN LA, 1983, NEBRASKA S MOTIVATIO, V30, P1
PINTRICH PR, 1993, EDUC PSYCHOL MEAS, V53, P801, DOI 10.1177/0013164493053003024
Pintrich PR, 2003, J EDUC PSYCHOL, V95, P667, DOI 10.1037/0022-0663.95.4.667
Pintrich PR, 2000, CONTEMP EDUC PSYCHOL, V25, P92, DOI 10.1006/ceps.1999.1017
Raudenbush SW, 2004, SSI
Rawsthorne L J, 1999, Pers Soc Psychol Rev, V3, P326, DOI
10.1207/s15327957pspr0304_3
Rhee C. K., 2005, M AM ED RES ASS MONT
ROSENTHAL R, 1982, PSYCHOL BULL, V92, P500, DOI 10.1037/0033-2909.92.2.500
Ryan AM, 1997, J EDUC PSYCHOL, V89, P329, DOI 10.1037/0022-0663.89.2.329
Sansone C., 1991, ADV MOTIVATION ACHIE, V7, P21, DOI DOI 10.1037/0022-
3514.65.5.904
SENKO C, 2008, HDB MOTIVATION SCI, P100
SENKO C, 1920, J EDUC PSYCHOL, V97, P320
Sideridis G, 2009, J LEARN DISABIL-US, V42, P177, DOI 10.1177/0022219408331034
Sideridis GD, 2008, REV INT PSYCHOL SOC, V21, P217
Skaalvik EM, 1997, J EDUC PSYCHOL, V89, P71, DOI 10.1037/0022-0663.89.1.71
Smith B. P., 2005, PSYCHOL MUSIC, V33, P36, DOI 10.1177/0305735605048013
Spence J.T., 1983, ACHIEVEMENT ACHIEVEM, P10
Stoeber J, 2009, J SPORT EXERCISE PSY, V31, P211, DOI 10.1123/jsep.31.2.211
Thelma S., 2008, ADV SPORT PSYCHOL, P157
Tolman EC, 1926, PSYCHOL REV, V33, P352, DOI 10.1037/h0070532
Trochim W.M., 2006, RES METHODS KNOWLEDG
URDAN TC, 1995, REV EDUC RES, V65, P213, DOI 10.2307/1170683
Urdan TC, 1997, ADV MOTIV A, V10, P99
Urdan T, 2006, J EDUC PSYCHOL, V98, P354, DOI 10.1037/0022-0663.98.2.354
Utman C H, 1997, Pers Soc Psychol Rev, V1, P170, DOI 10.1207/s15327957pspr0102_4
Van Yperen NW, 2003, J PERS SOC PSYCHOL, V85, P1006, DOI 10.1037/0022-
3514.85.6.1006
VandeWalle D, 1997, EDUC PSYCHOL MEAS, V57, P995, DOI
10.1177/0013164497057006009
 Viswesvaran C, 1995, PERS PSYCHOL, V48, P865, DOI 10.1111/j.1744-
6570.1995.tb01784.x
Vrugt A, 2008, METACOGN LEARN, V3, P123, DOI 10.1007/s11409-008-9022-4
Wolters CA, 1996, LEARN INDIVID DIFFER, V8, P211, DOI 10.1016/S1041-
6080(96)90015-1
ZHOU M, 2007, ANN M AM ED RES ASS
NR 127
TC 687
Z9 694
U1 8
U2 194
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0033-2909
EI 1939-1455
J9 PSYCHOL BULL
JI Psychol. Bull.
PD MAY
PY 2010
VL 136
IS 3
BP 422
EP 449
DI 10.1037/a0018947
PG 28
WC Psychology; Psychology, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Psychology
GA 589ET
UT WOS:000277130000009
PM 20438145
DA 2022-12-25
ER

PT J
AU Marcelo, S
Lochbaum, M
AF Marcelo, Schmidt
Lochbaum, Marc
TI Experimental test of Elliot's 2 x 2 achievement goal under competitive
sport conditions
SO JOURNAL OF SPORT & EXERCISE PSYCHOLOGY
LA English
DT Meeting Abstract
C1 [Marcelo, Schmidt; Lochbaum, Marc] Texas Tech Univ, Lubbock, TX 79409 USA.
C3 Texas Tech University System; Texas Tech University
RI Lochbaum, Marc/AAF-5221-2019; Lochbaum, Marc/H-8914-2017
OI Lochbaum, Marc/0000-0001-7640-7075; Lochbaum, Marc/0000-0001-7640-7075
NR 0
TC 0
Z9 0
U1 0
U2 4
PU HUMAN KINETICS PUBL INC
PI CHAMPAIGN
PA 1607 N MARKET ST, PO BOX 5076, CHAMPAIGN, IL 61820-2200 USA
SN 0895-2779
J9 J SPORT EXERCISE PSY
JI J. Sport Exerc. Psychol.
PD JUN
PY 2011
VL 33
SU S
BP S182
EP S183
PG 2
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA 777LN
UT WOS:000291619700332
DA 2022-12-25
ER

PT J
AU Langdon, JL
Monsma, EA
Webster, CA
AF Langdon, Jody L.
Monsma, Eva A.
Webster, Collin A.
TI Self-determination and achievement goal factors influencing student
attitudes and behavioral intentions in physical education
SO JOURNAL OF SPORT & EXERCISE PSYCHOLOGY
LA English
DT Meeting Abstract
C1 [Langdon, Jody L.; Monsma, Eva A.; Webster, Collin A.] Univ S Carolina,
Columbia, SC 29208 USA.
C3 University of South Carolina; University of South Carolina System;
University of South Carolina Columbia
RI Langdon, Jody/AAY-4638-2021
NR 0
TC 0
Z9 0
U1 0
U2 1
PU HUMAN KINETICS PUBL INC
PI CHAMPAIGN
PA 1607 N MARKET ST, PO BOX 5076, CHAMPAIGN, IL 61820-2200 USA
SN 0895-2779
J9 J SPORT EXERCISE PSY
JI J. Sport Exerc. Psychol.
PD JUN
PY 2009
VL 31
SU S
BP S128
EP S129
PG 2
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA 463PV
UT WOS:000267445000240
DA 2022-12-25
ER

PT J
AU Shen, L
Lee, J
Zhang, XX
Gu, XL
Zhang, T
AF Shen, Liang
Lee, JoonYoung
Zhang, Xiaoxia
Gu, Xiangli
Zhang, Tao
TI High School Adolescents' Physical Activity and Physical Fitness: A 3 x 2
Achievement Goal Approach
SO MEDICINE AND SCIENCE IN SPORTS AND EXERCISE
LA English
DT Meeting Abstract
CT Annual Meeting of the American-College-of-Sports-Medicine (ACSM)
CY MAY 29-JUN 02, 2018
CL Minneapolis, MN
SP Amer Coll Sports Med
C1 [Shen, Liang] Shanghai Univ, Shanghai, Peoples R China.
[Lee, JoonYoung; Zhang, Xiaoxia; Gu, Xiangli; Zhang, Tao] Univ North Texas,
Denton, TX USA.
C3 Shanghai University; University of North Texas System; University of
North Texas Denton
RI Zhang, Xiaoxia/AAC-4907-2021
OI Zhang, Xiaoxia/0000-0001-5076-9035
NR 0
TC 0
Z9 0
U1 0
U2 2
PU LIPPINCOTT WILLIAMS & WILKINS
PI PHILADELPHIA
PA TWO COMMERCE SQ, 2001 MARKET ST, PHILADELPHIA, PA 19103 USA
SN 0195-9131
EI 1530-0315
J9 MED SCI SPORT EXER
JI Med. Sci. Sports Exerc.
PD MAY
PY 2018
VL 50
IS 5
SU 1
MA 1349
BP 322
EP 323
PG 2
WC Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Conference Proceedings Citation
Index - Science (CPCI-S)
SC Sport Sciences
GA HJ0RR
UT WOS:000456870501301
DA 2022-12-25
ER

PT J
AU Wang, J
Shen, B
Luo, XB
Hu, QS
Garn, AC
AF Wang, Jian
Shen, Bo
Luo, Xiaobin
Hu, Qingshan
Garn, Alex C.
TI Validation of a Teachers' Achievement Goal Instrument for Teaching
Physical Education
SO JOURNAL OF TEACHING IN PHYSICAL EDUCATION
LA English
DT Article
DE Chinese physical education teachers; instrument development; job
satisfaction; motivation
ID AUTONOMY SUPPORT; HELP-SEEKING; MOTIVATION; ORIENTATIONS; EFFICACY;
FRAMEWORK; PROFILES; BELIEFS; STUDENT; CONTEXT
AB Purpose: Using Butler's teacher achievement goal orientation as a conceptual
framework, we developed this study to validate a teachers' achievement goal
instrument for teaching physical education. Methods: A sample of 322 Chinese
physical education teachers participated in this study and completed measures of
achievement goal orientations and job satisfaction for teaching physical education.
Results: An exploratory factor analysis provided preliminary support with the
instrument comprising four types of teachers' orientation: mastery, ability-
approach, ability-avoidance, and work-avoidance goals. A confirmatory factor
analysis and multi-step invariance tests further corroborated the four-factor
construct with acceptable reliabilities. Its predictive validity was also confirmed
by the associations between job satisfaction and mastery goals and ability-approach
goals. Discussion/Conclusion: Overall, the findings lend evidence to the conceptual
validation of the structure of teachers' goal orientations. It is suggested that
physical education teachers' individual differences in construing success be
considered and instructionally addressed during teaching and learning.
C1 [Wang, Jian; Luo, Xiaobin; Hu, Qingshan] Cent China Normal Univ, Dept Phys Educ,
Wuhan, Hubei, Peoples R China.
[Shen, Bo] Wayne State Univ, Coll Educ, Detroit, MI 48202 USA.
[Garn, Alex C.] Univ Newcastle, Sch Educ, Callaghan, NSW, Australia.
C3 Central China Normal University; Wayne State University; University of
Newcastle
RP Shen, B (corresponding author), Wayne State Univ, Coll Educ, Detroit, MI 48202
USA.
EM boshen@[Link]
FU National Social Science Fund of China [11, ZD150]
FX This study was supported by the National Social Science Fund of China
[11 & ZD150].
CR AMES C, 1984, J EDUC PSYCHOL, V76, P535, DOI 10.1037/0022-0663.76.4.535
AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
Butler R, 2008, LEARN INSTR, V18, P453, DOI 10.1016/[Link].2008.06.004
Butler R, 2007, J EDUC PSYCHOL, V99, P241, DOI 10.1037/0022-0663.99.2.241
Butler R, 2012, J EDUC PSYCHOL, V104, P726, DOI 10.1037/a0028613
Chen A, 2004, J EDUC RES, V97, P329, DOI 10.3200/JOER.97.6.329-339
Chinese Ministry of Education, 2012, PHYS ED HLTH CURR ST
Cho YJ, 2013, TEACH TEACH EDUC, V32, P12, DOI 10.1016/[Link].2012.12.003
COHEN J, 1992, PSYCHOL BULL, V112, P155, DOI 10.1037/0033-2909.112.1.155
 Duda J. L., 2001, ADV MOTIVATION SPORT, P129, DOI DOI 10.1007/978-1-4899-2271-7
DUDA JL, 1992, J EDUC PSYCHOL, V84, P290, DOI 10.1037/0022-0663.84.3.290
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 2001, PSYCHOL SCI, V12, P505, DOI 10.1111/1467-9280.00393
Elliot AJ, 2006, J SPORT EXERCISE PSY, V28, P344, DOI 10.1123/jsep.28.3.344
Elliot AJ, 2011, J EDUC PSYCHOL, V103, P632, DOI 10.1037/a0023952
Ennis C. D., 2003, STUDENT LEARNING PHY, P109
Evans JD., 1996, STRAIGHTFORWARD STAT
Fahlman M, 2011, AM J HEALTH EDUC, V42, P181, DOI 10.1080/19325037.2011.10599185
Gable SL, 2006, J PERS, V74, P175, DOI 10.1111/j.1467-6494.2005.00373.x
Garn A, 2009, J TEACH PHYS EDUC, V28, P400, DOI 10.1123/jtpe.28.4.400
Gorozidis G, 2011, EUR PHYS EDUC REV, V17, P231, DOI 10.1177/1356336X11413654
Guan JM, 2006, J TEACH PHYS EDUC, V25, P58, DOI 10.1123/jtpe.25.1.58
Han JY, 2015, ASIA PAC EDUC REV, V16, P537, DOI 10.1007/s12564-015-9392-7
Heine SJ, 1999, PSYCHOL REV, V106, P766, DOI 10.1037/0033-295X.106.4.766
Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
Kline RB., 2015, METHODOLOGY SOCIAL S, V4th ed
Molden, 2000, INTRINSIC EXTRINSIC, P131, DOI DOI 10.1016/B978-012619070-0/50028-
3
Nicholls J.G., 1989, COMPETITIVE ETHOS DE
Papaioannou A, 2007, EDUC PSYCHOL-UK, V27, P349, DOI 10.1080/01443410601104148
Pintrich P.R., 1999, INT J EDUC RES, V31, P459, DOI [10.1016/S0883-
0355(99)00015-4, DOI 10.1016/S0883-0355(99)00015-4]
Retelsdorf J, 2010, LEARN INSTR, V20, P30, DOI
10.1016/[Link].2009.01.001
Rovegno I., 2003, STUDENT LEARNING PHY, P295
Ryan R. M., 2002, HDB SELF DETERMINATI
Senko C, 2011, EDUC PSYCHOL-US, V46, P26, DOI 10.1080/00461520.2011.538646
Shen B., 2013, ED CHINA CULTURAL IN, P107
Shen B, 2008, RES Q EXERCISE SPORT, V79, P333
Shen B, 2007, J EXP EDUC, V75, P89, DOI 10.3200/JEXE.75.2.89-108
Shen B, 2015, BRIT J EDUC PSYCHOL, V85, P519, DOI 10.1111/bjep.12089
Shen B, 2015, SEX ROLES, V72, P163, DOI 10.1007/s11199-015-0448-2
Shen B, 2009, RES Q EXERCISE SPORT, V80, P44, DOI
10.5641/027013609X13087704027553
Skaalvik EM, 2011, TEACH TEACH EDUC, V27, P1029, DOI 10.1016/[Link].2011.04.001
Stevens J, 2001, APPL MULTIVARIATE ST
Thorkildsen TA, 1998, J EDUC PSYCHOL, V90, P179, DOI 10.1037/0022-0663.90.2.179
Wang CKJ, 2007, PSYCHOL SPORT EXERC, V8, P147, DOI
10.1016/[Link].2005.08.012
Wang CKJ, 2002, BRIT J EDUC PSYCHOL, V72, P433, DOI 10.1348/000709902320634401
Whipp PR, 2007, RES Q EXERCISE SPORT, V78, P487
Xiang P, 2002, RES Q EXERCISE SPORT, V73, P58, DOI
10.1080/02701367.2002.10608992
NR 47
TC 6
Z9 6
U1 2
U2 15
PU HUMAN KINETICS PUBL INC
PI CHAMPAIGN
PA 1607 N MARKET ST, PO BOX 5076, CHAMPAIGN, IL 61820-2200 USA
SN 0273-5024
EI 1543-2769
J9 J TEACH PHYS EDUC
JI J. Teach. Phys. Educ.
PD JAN
PY 2018
VL 37
IS 1
BP 91
EP 100
DI 10.1123/jtpe.2016-0210
PG 10
WC Education & Educational Research; Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Education & Educational Research; Sport Sciences
GA FY1TQ
UT WOS:000426596500009
DA 2022-12-25
ER

PT J
AU Mabuta, KD
Leapetswe, M
AF Mabuta, Kapule D.
Leapetswe, Malete
TI Self-determined and achievement motivation profiles of youth elite
athletes: A cultural extension of the achievement goal theory
SO JOURNAL OF SPORT & EXERCISE PSYCHOLOGY
LA English
DT Meeting Abstract
C1 [Mabuta, Kapule D.; Leapetswe, Malete] Univ Botswana, Gaborone, Botswana.
C3 University of Botswana
NR 0
TC 1
Z9 1
U1 0
U2 0
PU HUMAN KINETICS PUBL INC
PI CHAMPAIGN
PA 1607 N MARKET ST, PO BOX 5076, CHAMPAIGN, IL 61820-2200 USA
SN 0895-2779
EI 1543-2904
J9 J SPORT EXERCISE PSY
JI J. Sport Exerc. Psychol.
PD JUN
PY 2016
VL 38
SU S
BP S225
EP S225
PG 1
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA VG0KC
UT WOS:000444550000487
DA 2022-12-25
ER

PT J
AU Madamurk, K
Tuominen, H
Hietajarvi, L
 Salmela-Aro, K
AF Madamurk, Kaja
Tuominen, Heta
Hietajarvi, Lauri
Salmela-Aro, Katariina
TI Adolescent students' digital engagement and achievement goal orientation
profiles
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Digital engagement; Achievement goal orientations; Learning;
Adolescence; Person-oriented approach
ID MISSING DATA; ACADEMIC-PERFORMANCE; SCHOOL BURNOUT; INTERNET USE;
MOTIVATION; CLASSROOM; ASSOCIATION; ENVIRONMENT; SCIENCE; MODELS
AB The current study investigated how students' digital engagement (i.e., digital
learning preference, wish for digital schoolwork, and schoolwork and sleep
impairment related to Internet use) is related to their achievement goal
orientation profiles from Grades 8 to 9. The sample included 1482 Finnish students
(15-16 years old, 53% female) from 26 schools. Students' digital engagement and
achievement goal orientations were assessed with self-reported questionnaires.
Latent profile and latent transition analyses were used to investigate goal
orientation profiles, and the Bolck-Croon-Hagenaars approach and logistic
regression were used to explore differences between the profiles with respect to
digital engagement. Four groups with different achievement goal orientation
profiles were identified: mastery-oriented (focused on learning and doing well in
school); success-oriented (driven to succeed in school and outperform others);
indifferent (had all achievement goals at average level); and avoidance-oriented
(sought to avoid schoolwork). Most students tended to remain in a similar group
over time. The results indicated that students with either average (indifferent) or
high achievement goals (success-oriented) might wish for more digitally mediated
schoolwork. Mastery-oriented students tended to have significantly lower schoolwork
and sleep impairment related to Internet use than other students. The findings
supported previous studies but also provided new insights into relationships
between goal orientation profiles and digital engagement.
C1 [Madamurk, Kaja; Tuominen, Heta; Hietajarvi, Lauri; Salmela-Aro, Katariina] Univ
Helsinki, Fac Educ Sci, POB 9, Helsinki 00014, Finland.
[Madamurk, Kaja] Tallinn Univ, Sch Nat Sci & Hlth, EE-10120 Tallinn, Estonia.
[Tuominen, Heta] Univ Turku, Turku Inst Adv Studies, Turku 20014, Finland.
[Tuominen, Heta] Univ Turku, Dept Teacher Educ, Turku 20014, Finland.
C3 University of Helsinki; Tallinn University; University of Turku;
University of Turku
RP Madamurk, K (corresponding author), Univ Helsinki, Fac Educ Sci, POB 9, Helsinki
00014, Finland.
EM [Link]@[Link]; [Link]@[Link];
[Link]@[Link]; [Link]-aro@[Link]
RI Hietajärvi, Lauri/AAG-6794-2020; Madamurk, Kaja/I-2086-2018
OI Hietajärvi, Lauri/0000-0003-2149-9237; Madamurk,
Kaja/0000-0002-3875-8250; salmela-aro, katariina/0000-0003-1901-4712;
Tuominen, Heta/0000-0002-5629-375X
FU Academy of Finland [308351, 132024, 287170]; ySKILLS project, a European
Union's Horizon 2020 project [870612]
FX This research has been supported by the Academy of Finland grants 308351
and 132024; by the Academy of Finland grant 287170 to the second author;
and by the ySKILLS project, a European Union's Horizon 2020 project
under Grant Agreement no. 870612.
CR Adelantado-Renau M, 2019, JAMA PEDIATR, V173, P1058, DOI
10.1001/jamapediatrics.2019.3176
AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
ANDERMAN EM, 1994, REV EDUC RES, V64, P287, DOI 10.3102/00346543064002287
 Anderman EM., 2002, DEV ACHIEVEMENT MOTI, P197, DOI DOI 10.1016/B978-012750053-
9/50010-3
Anderson EL, 2017, INT J ADOLESC YOUTH, V22, P430, DOI
10.1080/02673843.2016.1227716
Appel M, 2020, REV GEN PSYCHOL, V24, P60, DOI 10.1177/1089268019880891
Archer K, 2014, COMPUT EDUC, V78, P140, DOI 10.1016/[Link].2014.06.001
Asparouhov T., 2018, MPLUS WEB NOTES, P1
Bakk Z, 2016, STRUCT EQU MODELING, V23, P278, DOI 10.1080/10705511.2015.1049698
Barron B., 2009, INT J LEARNING MEDIA, V1, P55, DOI [10.1162/ijlm.2009.0021, DOI
10.1162/IJLM.2009.0021]
Barron B, 2006, HUM DEV, V49, P193, DOI 10.1159/000094368
Bauer DJ, 2003, PSYCHOL METHODS, V8, P338, DOI 10.1037/1082-989X.8.3.338
Bergman LR, 2010, Z PSYCHOL, V218, P155, DOI 10.1027/0044-3409/a000025
Boekaerts M., 2000, HDB SELF REGULATION, P417, DOI [10.1016/B978-012109890-
2/50042-1, DOI 10.1016/B978-012109890-2/50042-1]
Bolck A, 2004, POLIT ANAL, V12, P3, DOI 10.1093/pan/mph001
Bong M, 2009, J EDUC PSYCHOL, V101, P879, DOI 10.1037/a0015945
Carr A., 2012, PSYCHOL ED REV, V36, P3
Carrier LM, 2015, DEV REV, V35, P64, DOI 10.1016/[Link].2014.12.005
Carter B, 2016, JAMA PEDIATR, V170, P1202, DOI 10.1001/jamapediatrics.2016.2341
Chang CT, 2019, COMPUT EDUC, V139, P157, DOI 10.1016/[Link].2019.05.011
Chen JA, 2016, LEARN INSTR, V41, P11, DOI 10.1016/[Link].2015.09.007
Ciani KD, 2010, PSYCHOL SPORT EXERC, V11, P127, DOI
10.1016/[Link].2009.04.005
de Wal JJI, 2016, EDUC PSYCHOL-UK, V36, P1303, DOI 10.1080/01443410.2015.1035698
Dhir A, 2015, COMPUT EDUC, V86, P172, DOI 10.1016/[Link].2015.03.011
DWECK CS, 1988, PSYCHOL REV, V95, P256, DOI 10.1037/0033-295X.95.2.256
Dweck's, 2005, HDB COMPETENCE MOTIV, P52
ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
Edens KM, 2006, J STUD AFF RES PRACT, V43, P432, DOI 10.2202/1949-6605.1677
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Enders C. K., 2010, APPL MISSING DATA AN
Graham JW, 2009, ANNU REV PSYCHOL, V60, P549, DOI
10.1146/[Link].58.110405.085530
Graham JW., 2012, MISSING DATA
Hakkarainen K, 2000, COMPUT EDUC, V34, P103, DOI 10.1016/S0360-1315(00)00007-5
Hakkarainen K, 2009, INT J COMP-SUPP COLL, V4, P213, DOI 10.1007/s11412-009-
9064-x
Hale L, 2015, SLEEP MED REV, V21, P50, DOI 10.1016/[Link].2014.07.007
Halonen N., 2016, EUROPEAN J SOCIAL BE, VXVIII, P2307, DOI [10.15405/ejsbs.205,
DOI 10.15405/EJSBS.205]
Harackiewicz JM, 1998, EDUC PSYCHOL, V33, P1, DOI 10.1207/s15326985ep3301_1
Hietajarvi L., 2020, FRONTLINE LEARN RES, V8, P33, DOI [10.14786/flr.v8i1.437,
DOI 10.14786/FLR.V8I1.437]
Hietajarvi L, 2015, PROCD SOC BEHV, V171, P1156, DOI
10.1016/[Link].2015.01.226
Huang DC, 2010, NFD 2010: INTERNATIONAL CONFERENCE ON NETWORK AND FINANCE
DEVELOPMENT, P241
Ito M., 2013, CONNECTED LEARNING A
Karabenick SA, 2007, EDUC PSYCHOL-US, V42, P139, DOI 10.1080/00461520701416231
Kubey RW, 2001, J COMMUN, V51, P366, DOI 10.1111/j.1460-2466.2001.tb02885.x
Kumpulainen K., 2012, INT J LEARNING MEDIA, V4, P7, DOI [10.1162/IJLM_a_00091,
DOI 10.1162/IJLM_A_00091]
Larsen R, 2011, STRUCT EQU MODELING, V18, P649, DOI 10.1080/10705511.2011.607721
Lee W, 2017, PLOS ONE, V12, DOI 10.1371/[Link].0178476
Li SP, 2017, SCAND J EDUC RES, V61, P255, DOI 10.1080/00313831.2015.1120236
Little CW, 2018, REV EDUC-US, V6, P183, DOI 10.1002/rev3.3114
LITTLE RJA, 1988, J AM STAT ASSOC, V83, P1198, DOI 10.2307/2290157
Liu D, 2017, COMPUT HUM BEHAV, V77, P148, DOI 10.1016/[Link].2017.08.039
 Livingstone S, 2007, NEW MEDIA SOC, V9, P671, DOI 10.1177/1461444807080335
Lo MT, 2017, LEARN INDIVID DIFFER, V57, P65, DOI 10.1016/[Link].2017.06.001
Luo WS, 2011, CONTEMP EDUC PSYCHOL, V36, P165, DOI
10.1016/[Link].2011.02.003
Machackova H., 2020, EU KIDS ONLINE 2020
Midgley C, 2001, CONTEMP EDUC PSYCHOL, V26, P61, DOI 10.1006/ceps.2000.1041
Muthen B, 2003, PSYCHOL METHODS, V8, P369, DOI 10.1037/1082-989X.8.3.369
Muthen L.K., 1998, MPLUS USERS GUIDE, V8th
Newman DA, 2014, ORGAN RES METHODS, V17, P372, DOI 10.1177/1094428114548590
NICHOLLS JG, 1985, J EDUC PSYCHOL, V77, P683, DOI 10.1037/0022-0663.77.6.683
Niemivirta M, 2002, PSYCHOLOGIA, V45, P250, DOI 10.2117/psysoc.2002.250
Niemivirta M., 2019, CAMBRIDGE HDB MOTIVA
OECD, 2015, STUD COMP LEARN MAK
Official Statistics of Finland (OSF), 2018, ENTR ED
Orben A, 2020, SOC PSYCH PSYCH EPID, V55, P407, DOI 10.1007/s00127-019-01825-4
Orben A, 2019, PSYCHOL SCI, V30, P682, DOI 10.1177/0956797619830329
Orben A, 2019, NAT HUM BEHAV, V3, P173, DOI 10.1038/s41562-018-0506-1
Orlando J, 2018, AUSTRALAS J EDUC TEC, V34, P44, DOI 10.14742/ajet.3575
Papastergiou M, 2009, COMPUT EDUC, V52, P1, DOI 10.1016/[Link].2008.06.004
Pintrich P. R., 2000, HDB SELF REGULATION, P451, DOI DOI 10.1016/B978-012109890-
2/50043-3
Pintrich PR, 2000, J EDUC PSYCHOL, V92, P544, DOI 10.1037/0022-0663.92.3.544
Przybylski AK, 2019, J PEDIATR-US, V205, P218, DOI 10.1016/[Link].2018.09.054
Rodriguez-Aflecht G, 2018, J COMPUT ASSIST LEAR, V34, P259, DOI
10.1111/jcal.12239
Salmela-Aro K, 2017, EUR J DEV PSYCHOL, V14, P337, DOI
10.1080/17405629.2016.1207517
Salmela-Aro K, 2016, EUR J DEV PSYCHOL, V13, P704, DOI
10.1080/17405629.2015.1107542
Salmela-Aro K, 2009, EUR J PSYCHOL ASSESS, V25, P48, DOI 10.1027/1015-
5759.25.1.48
Schwinger M, 2016, CONTEMP EDUC PSYCHOL, V46, P164, DOI
10.1016/[Link].2016.05.006
Schwinger M, 2012, CONTEMP EDUC PSYCHOL, V37, P1, DOI
10.1016/[Link].2011.08.001
Shapley K, 2011, J EDUC RES, V104, P299, DOI 10.1080/00220671003767615
Shin T, 2009, STRUCT EQU MODELING, V16, P70, DOI 10.1080/10705510802569918
Tan JA, 2005, PERS INDIV DIFFER, V38, P1891, DOI 10.1016/[Link].2004.11.015
Truzoli R, 2020, J COMPUT ASSIST LEAR, V36, P480, DOI 10.1111/jcal.12414
Tuominen H, 2020, LEARN INDIVID DIFFER, V79, DOI 10.1016/[Link].2020.101854
Tuominen-Soini H, 2012, LEARN INDIVID DIFFER, V22, P290, DOI
10.1016/[Link].2012.01.002
Tuominen-Soini H, 2011, CONTEMP EDUC PSYCHOL, V36, P82, DOI
10.1016/[Link].2010.08.002
Wolfson AR, 2003, SLEEP MED REV, V7, P491, DOI 10.1016/S1087-0792(03)90003-7
Wormington SV, 2017, EDUC PSYCHOL REV, V29, P407, DOI 10.1007/s10648-016-9358-2
Yang SC, 2007, COMPUT HUM BEHAV, V23, P79, DOI 10.1016/[Link].2004.03.037
Young J, 2018, J COMPUT EDUC, V5, P133, DOI 10.1007/s40692-018-0104-2
Zaninotto P, 2017, J MOD APPL STAT METH, V16, P378, DOI
10.22237/jmasm/1509495600
Zhang YY, 2018, COMPUT HUM BEHAV, V89, P299, DOI 10.1016/[Link].2018.08.018
NR 90
TC 6
Z9 7
U1 17
U2 52
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
EI 1873-782X
J9 COMPUT EDUC
JI Comput. Educ.
PD FEB
PY 2021
VL 161
AR 104058
DI 10.1016/[Link].2020.104058
PG 12
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Computer Science; Education & Educational Research
GA PH9VI
UT WOS:000600750200005
OA Bronze
DA 2022-12-25
ER

PT J
AU Fernandez-Rio, J
Estrada, JAE
Mendez-Gimenez, A
Fernandez-Garcia, B
Saavedra, P
AF Fernandez-Rio, Javier
Cecchini Estrada, Jose A.
Mendez-Gimenez, Antonio
Fernandez-Garcia, Benjamin
Saavedra, Pablo
TI 2 x 2 Dominant achievement goal profiles in high-level swimmers
SO EUROPEAN JOURNAL OF SPORT SCIENCE
LA English
DT Article
DE Competence; self-determination index; burnout; approach-avoidance
ID MOTIVATIONAL CLIMATE; SELF-DETERMINATION; COMPETENCE; VALIDATION;
PERCEPTION; ABILITY; BURNOUT; NEEDS
AB The goal of this study was to assess achievement goal dominance, self-determined
situational motivation and competence in high-level swimmers before and after three
training sessions set at different working intensities (medium, sub-maximal and
maximal). Nineteen athletes (males, n=9, 18.00 +/- 2.32 years; females, n=10, 16.30
+/- 2.01 years, range = 14-18) agreed to participate. They completed a
questionnaire that included the Dominant Achievement Goal assessment instrument,
the 2x2 Achievement Goals Questionnaire for Sport (AGQ-S), The Situational
Motivation Scale (SIMS) and the Competence subscale of the Basic Psychological
Needs in Exercise questionnaire (BPNES). Results indicated that participants
overwhelmingly showed mastery-approach achievement goal dominance, and it remained
stable at the conclusion of the different training sessions under all intensity
levels. This profile was positively correlated to self-determined situational
motivation and competence. However, swimmers' feelings of competence increased only
after the medium intensity level training session. After the completion of the
maximal intensity training session, swimmers' self-determined motivation was
significantly lower compared to the other two training sessions, which could be
caused by a temporary period of burnout. Results indicated that high-level swimmers
had a distinct mastery-approach dominant achievement goal profile that was not
affected by the workload of the different training sessions. They also showed high
levels of self-determined situational motivation and competence. However, heavy
workloads should be controlled because they can cause transitory burnout.
C1 [Fernandez-Rio, Javier; Cecchini Estrada, Jose A.; Mendez-Gimenez, Antonio] Univ
Oviedo, Dept Educ Sci, Oviedo 33005, Spain.
[Fernandez-Garcia, Benjamin] Univ Oviedo, Dept Anat, Oviedo 33005, Spain.
[Saavedra, Pablo] CN Santa Olaya, Gijon, Spain.
C3 University of Oviedo; University of Oviedo
RP Fernandez-Rio, J (corresponding author), Univ Oviedo, Dept Educ Sci, C Aniceto
Sela S-N, Oviedo 33005, Spain.
EM [Link]@[Link]
RI Méndez-Giménez, Antonio/H-8414-2015; Estrada, Jose Antonio
Cecchini/F-3881-2016; Fernandez Garcia, Benjamin/V-1959-2017;
Fernandez-Rio, Javier/H-9529-2015
OI Estrada, Jose Antonio Cecchini/0000-0003-4098-1029; Fernandez Garcia,
Benjamin/0000-0002-2391-680X; Fernandez-Rio, Javier/0000-0002-1368-3723;
Mendez-Gimenez, Antonio/0000-0003-0078-7053
FU Ministry of Economy and Competitiveness of Spain [I+D+I DEP 2012-31997]
FX We would like to thank Club Natacion Santa Olaya and its swimmers for
their committed participation in this research project. Funds for this
research project were provided by the Ministry of Economy and
Competitiveness of Spain Grant Program-I+D+I DEP 2012-31997.
CR Barron KE, 2001, J PERS SOC PSYCHOL, V80, P706, DOI 10.1037//0022-3514.80.5.706
Castillo I, 2011, REV PSICOL DEPORTE, V20, P149
Conroy DE, 2006, J SPORT EXERCISE PSY, V28, P69, DOI 10.1123/jsep.28.1.69
Conroy DE, 2003, J SPORT EXERCISE PSY, V25, P456, DOI 10.1123/jsep.25.4.456
Cury F, 2002, PERCEPT MOTOR SKILL, V95, P233, DOI 10.2466/pms.2002.95.1.233
de Lange AH, 2010, J VOCAT BEHAV, V77, P118, DOI 10.1016/[Link].2010.02.013
Deci E. L., 1985, INTRINSIC MOTIVATION
Deci EL, 2000, PSYCHOL INQ, V11, P227, DOI 10.1207/S15327965PLI1104_01
Duda J.L., 2001, HDB RES SPORT PSYCHO, V2nd ed., P417
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Freudenberger H.J., 1980, BURNOUT HIGH COST HI
Gould D, 1996, QUEST, V48, P275, DOI 10.1080/00336297.1996.10484197
Guay F, 2000, MOTIV EMOTION, V24, P175, DOI 10.1023/A:1005614228250
Hambleton R.K., 2005, ADAPTING ED PSYCHOL, P7
Isoard-Gautheur S, 2013, PSYCHOL SPORT EXERC, V14, P72, DOI
10.1016/[Link].2012.08.001
Lemyre PN, 2006, J SPORT EXERCISE PSY, V28, P32, DOI 10.1123/jsep.28.1.32
Light R. L., 2010, ASIAN J EXERCISE SPO, V7, P27
Maglischo E. W., 1985, SWIM HLTH IT
Martin-Albo J, 2009, SPAN J PSYCHOL, V12, P799, DOI 10.1017/S113874160000216X
McNeill MC, 2005, PSYCHOL SPORT EXERC, V6, P117, DOI
10.1016/[Link].2003.10.004
Murcia JAM, 2008, REV MEX PSICOL, V25, P295
NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
Ntoumanis N, 2001, J SPORT SCI, V19, P397, DOI 10.1080/026404101300149357
POULTON EC, 1957, PSYCHOL BULL, V54, P467, DOI 10.1037/h0045515
Saapanen S, 2009, THESIS
Trenz RC, 2011, INT J SPORTS SCI COA, V6, P433, DOI 10.1260/1747-9541.6.3.433
Vallerand RJ, 1997, ADV EXP SOC PSYCHOL, V29, P271, DOI 10.1016/S0065-
2601(08)60019-2
van Yperen NW, 2008, EUR J SOC PSYCHOL, V38, P260, DOI 10.1002/ejsp.425
Van Yperen NW, 2006, PERS SOC PSYCHOL B, V32, P1432, DOI
10.1177/0146167206292093
Van Yperen NW, 2011, BRIT J MANAGE, V22, pS5, DOI 10.1111/j.1467-
8551.2010.00702.x
Van Yperen NW, 2009, EUR J SOC PSYCHOL, V39, P932, DOI 10.1002/ejsp.590
Vlachopoulos SP, 2006, MEAS PHYS EDUC EXERC, V10, P179, DOI
10.1207/s15327841mpee1003_4
Zimmerman BJ, 2008, AM EDUC RES J, V45, P166, DOI 10.3102/0002831207312909
NR 33
TC 11
Z9 11
U1 1
U2 23
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 1746-1391
EI 1536-7290
J9 EUR J SPORT SCI
JI Eur. J. Sport Sci.
PD APR 3
PY 2014
VL 14
IS 3
BP 265
EP 272
DI 10.1080/17461391.2013.819383
PG 8
WC Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Sport Sciences
GA AE3LN
UT WOS:000333878100009
PM 23862587
DA 2022-12-25
ER

PT J
AU Stevenson, SJ
Lochbaum, M
AF Stevenson, Sarah J.
Lochbaum, Marc
TI The 2 X 2 achievement goal framework in sport and exercise contexts: A
test of Elliot's (1999) hierarchical model of achievement motivation
SO JOURNAL OF SPORT & EXERCISE PSYCHOLOGY
LA English
DT Meeting Abstract
C1 [Stevenson, Sarah J.; Lochbaum, Marc] Texas Tech Univ, Lubbock, TX 79409 USA.
C3 Texas Tech University System; Texas Tech University
RI Lochbaum, Marc/AAF-5221-2019; Lochbaum, Marc/H-8914-2017
OI Lochbaum, Marc/0000-0001-7640-7075; Lochbaum, Marc/0000-0001-7640-7075
NR 0
TC 0
Z9 0
U1 0
U2 10
PU HUMAN KINETICS PUBL INC
PI CHAMPAIGN
PA 1607 N MARKET ST, PO BOX 5076, CHAMPAIGN, IL 61820-2200 USA
SN 0895-2779
J9 J SPORT EXERCISE PSY
JI J. Sport Exerc. Psychol.
PD JUN
PY 2009
VL 31
BP S140
EP S140
PG 1
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA 463PV
UT WOS:000267445000261
DA 2022-12-25
ER

PT J
AU Dunn, KE
AF Dunn, Karee E.
TI Insight Into Error Hiding: Exploration of Nursing Students' Achievement
Goal Orientations
SO JOURNAL OF NURSING EDUCATION
LA English
DT Article
ID EDUCATION; MOTIVATION; CLIMATE; STRESS
AB An estimated 50% of medication errors go unreported, and error hiding is costly
to hospitals and patients. This study explored one issue that may facilitate error
hiding. Descriptive statistics were used to examine nursing students' achievement
goal orientations in a high-fidelity simulation course. Results indicated that
although this sample of nursing students held high mastery goal orientations, they
also held moderate levels of performance-approach and performance-avoidance goal
orientations. These goal orientations indicate that this sample is at high risk for
error hiding, which places the benefits that are typically gleaned from a strong
mastery orientation at risk. Understanding variables, such as goal orientation,
that can be addressed in nursing education to reduce error hiding is an area of
research that needs to be further explored. This article discusses the study
results and evidence-based instructional practices for this sample's achievement
goal orientation profile.
C1 [Dunn, Karee E.] Univ Arkansas, Off Nursing Res, Fayetteville, AR 72703 USA.
[Dunn, Karee E.] Univ Arkansas, Eleanor Mann Sch Nursing & Educ Stat & Res
Method, Fayetteville, AR 72703 USA.
C3 University of Arkansas System; University of Arkansas Fayetteville;
University of Arkansas System; University of Arkansas Fayetteville
RP Dunn, KE (corresponding author), Univ Arkansas, Off Nursing Res, Eleanor Mann
Sch Nursing, 251 Epley Bldg, Fayetteville, AR 72703 USA.
EM kedunn@[Link]
CR Ao Q-Y., 2007, J NURSING, V10
Aston L, 2003, NURS EDUC TODAY, V23, P202, DOI 10.1016/S0260-6917(02)00215-0
Bankert EG, 2005, NURS EDUC PERSPECT, V26, P227
Barnard L., 2008, INT REV RES OPEN DIS, V9, P1
Braten I, 2005, CONTEMP EDUC PSYCHOL, V30, P359, DOI
10.1016/[Link].2005.01.003
Del Prato D, 2011, ADV MED EDUC PRACT, V2, P109, DOI 10.2147/AMEP.S18359
Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
Howard-York L. K., 2006, THESIS
HUGHES L, 1992, ADV NURS SCI, V14, P60, DOI 10.1097/00012272-199203000-00009
Hulleman CS, 2010, PSYCHOL BULL, V136, P422, DOI 10.1037/a0018947
Janssen O, 2007, J OCCUP ORGAN PSYCH, V80, P235, DOI 10.1348/096317906X103410
Kingston F., 2011, THESIS
KUSHNIR T, 1986, J ADV NURS, V11, P13, DOI 10.1111/j.1365-2648.1986.tb01215.x
Melrose Sherri, 2004, Educ Health (Abingdon), V17, P236, DOI
10.1080/13576280410001711067
Midgley C, 1998, CONTEMP EDUC PSYCHOL, V23, P113, DOI 10.1006/ceps.1998.0965
 Midgley C., 2000, MANUAL PATTERNS ADAP
Pekrun R., 2007, ED PSYCHOL SERIES EM, P13, DOI [10.1016/[Link].2007.09.019, DOI
10.1016/B978-012372545-5/50003-4, 10.1016/B978-012372545-5/50003-4]
Perrot LJ, 2001, ADV HEALTH SCI EDUC, V6, P193, DOI 10.1023/A:1012606722230
Pintrich PR, 2000, J EDUC PSYCHOL, V92, P544, DOI 10.1037/0022-0663.92.3.544
Robotham D, 2006, J FURTH HIGH EDUC, V30, P107, DOI 10.1080/03098770600617513
Senko C, 2011, EDUC PSYCHOL-US, V46, P26, DOI 10.1080/00461520.2011.538646
Svinicki M. D., 2004, LEARNING MOTIVATION
Tsai YM, 2009, PSYCHOL REP, V104, P627, DOI 10.2466/PR0.104.2.627-632
Urdan T, 2002, GOALS, GOAL STRUCTURES, AND PATTERNS OF ADAPTIVE LEARNING, P55
Williams MG, 2010, NURS EDUC PERSPECT, V31, P362
NR 25
TC 6
Z9 6
U1 0
U2 5
PU SLACK INC
PI THOROFARE
PA 6900 GROVE RD, THOROFARE, NJ 08086 USA
SN 0148-4834
EI 1938-2421
J9 J NURS EDUC
JI J. Nurs. Educ.
PD FEB
PY 2014
VL 53
IS 2
BP 93
EP 96
DI 10.3928/01484834-20140122-02
PG 4
WC Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Nursing
GA AA5SL
UT WOS:000331159800007
PM 24444007
DA 2022-12-25
ER

PT J
AU Buch, R
Nerstad, CGL
Aandstad, A
Safvenbom, R
AF Buch, Robert
Nerstad, Christina G. L.
Aandstad, Anders
Safvenbom, Reidar
TI Exploring the interplay between the motivational climate and goal
orientation in predicting maximal oxygen uptake
SO JOURNAL OF SPORTS SCIENCES
LA English
DT Article
DE achievement goal orientation; motivational climate; performance climate;
VO2max; physical performance
ID SOCIAL COGNITIVE APPROACH; ACHIEVEMENT GOALS; PHYSICAL-FITNESS;
PERCEIVED ABILITY; SUCCESS; PERFORMANCE; STRATEGIES; EXERCISE; WORK;
 COMPLEMENTARY
AB Drawing upon achievement goal theory, this study explored the interplay between
the perceived motivational climate, achievement goals and objective measurements of
maximal oxygen uptake (VO2max). The results of a study of 123 individuals from
three Norwegian military academies revealed that under the condition of a high-
performance orientation there is a stronger positive relationship between
performance climate and VO2max for individuals reporting a low (rather than high)-
mastery orientation. Furthermore, we found that for individuals with a high-mastery
orientation there is a stronger positive relationship between mastery climate and
VO2max for individuals reporting a low (rather than high)-performance orientation.
These findings contribute to achievement goal theory by providing support for an
interactionist person-environment fit perspective. Implications for future research
and practice are discussed.
C1 [Buch, Robert; Safvenbom, Reidar] Norwegian Sch Sport Sci, Dept Phys Educ, N-
0863 Oslo, Norway.
[Nerstad, Christina G. L.] BI Norwegian Business Sch, Oslo, Norway.
[Aandstad, Anders] Norwegian Def Univ Coll, Oslo, Norway.
C3 Norwegian School of Sport Sciences; BI Norwegian Business School;
Norwegian Defence University College
RP Buch, R (corresponding author), Norwegian Sch Sport Sci, Dept Phys Educ,
Sognsveien 220, N-0863 Oslo, Norway.
EM [Link]@[Link]
RI Nerstad, Christina G. L./AAB-9587-2020; Buch, Robert/AAC-1105-2019
OI Buch, Robert/0000-0001-6809-2800; Aandstad, Anders/0000-0002-5867-0395
CR Aiken L.S., 1991, MULTIPLE REGRESSION
AMES C, 1988, J EDUC PSYCHOL, V80, P260, DOI 10.1037/0022-0663.80.3.260
AMES C, 1992, MOTIVATION IN SPORT AND EXERCISE, P161
AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
Boyce BA, 2009, J APPL SPORT PSYCHOL, V21, P381, DOI 10.1080/10413200903204887
Cable DM, 2004, J APPL PSYCHOL, V89, P822, DOI 10.1037/0021-9010.89.5.822
CHAMPOUX JE, 1987, J OCCUP PSYCHOL, V60, P243, DOI 10.1111/j.2044-
8325.1987.tb00257.x
CHAPLIN WF, 1991, J PERS, V59, P143, DOI 10.1111/j.1467-6494.1991.tb00772.x
Cohen J., 2003, APPL MULTIPLE REGRES
CRAMPTON SM, 1994, J APPL PSYCHOL, V79, P67, DOI 10.1037/0021-9010.79.1.67
CREWS DJ, 1987, MED SCI SPORT EXER, V19, pS114
Cumming SP, 2007, J APPL SPORT PSYCHOL, V19, P322, DOI 10.1080/10413200701342640
Darnon C, 2010, J EDUC PSYCHOL, V102, P212, DOI 10.1037/a0018161
DECI EL, 1989, J APPL PSYCHOL, V74, P580, DOI 10.1037/0021-9010.74.4.580
DeShon RP, 2005, J APPL PSYCHOL, V90, P1096, DOI 10.1037/0021-9010.90.6.1096
DWECK CS, 1988, PSYCHOL REV, V95, P256, DOI 10.1037/0033-295X.95.2.256
Dyrstad SM, 2007, MIL MED, V172, P121, DOI 10.7205/MILMED.172.2.121
Dyrstad SM, 2006, MIL MED, V171, P736, DOI 10.7205/MILMED.171.8.736
Foss O, 2005, INT J SPORTS MED, V26, P569, DOI 10.1055/s-2004-821317
Frey BS, 1997, AM ECON REV, V87, P746
Garber CE, 2011, MED SCI SPORT EXER, V43, P1334, DOI
10.1249/MSS.0b013e318213fefb
Harwood CG, 1998, J SPORT SCI, V16, P357, DOI 10.1080/02640419808559364
Hawkins SA, 2003, SPORTS MED, V33, P877, DOI 10.2165/00007256-200333120-00002
Hirst G, 2009, ACAD MANAGE J, V52, P280, DOI 10.5465/AMJ.2009.37308035
Kacmar KM, 2003, J APPL PSYCHOL, V88, P764, DOI 10.1037/0021-9010.88.4.764
KELLER S, 1984, J PSYCHOSOM RES, V28, P279, DOI 10.1016/0022-3999(84)90050-3
Lau S, 2008, J EDUC PSYCHOL, V100, P15, DOI 10.1037/0022-0663.100.1.15
Lemyre PN, 2008, SCAND J MED SCI SPOR, V18, P221, DOI 10.1111/j.1600-
0838.2007.00671.x
Lewin K., 1935, DYNAMIC THEORY PERS
Maehr M.L., 2009, HDB MOTIVATION SCH, P76
Midgley AW, 2008, SPORTS MED, V38, P441, DOI 10.2165/00007256-200838060-00001
MUCHINSKY PM, 1987, J VOCAT BEHAV, V31, P268, DOI 10.1016/0001-8791(87)90043-1
 Nerstad CGL, 2013, PSYCHOL BEHAV ASPECT, P121
Nerstad CGL, 2013, J APPL SOC PSYCHOL, V43, P2231, DOI 10.1111/jasp.12174
Newton M, 1999, INT J SPORT PSYCHOL, V30, P63
Nicholls J.G., 1989, COMPETITIVE ETHOS DE
NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
NICHOLLS JG, 1979, AM PSYCHOL, V34, P1071, DOI 10.1037/0003-066X.34.11.1071
Ntoumanis N, 1999, J SPORT SCI, V17, P643, DOI 10.1080/026404199365678
Parish LE, 2003, RES Q EXERCISE SPORT, V74, P173, DOI
10.1080/02701367.2003.10609079
Pensgaard AM, 2000, J SPORT SCI, V18, P191, DOI 10.1080/026404100365090
Pensgaard AM, 2002, SCAND J MED SCI SPOR, V12, P54, DOI 10.1034/j.1600-
0838.2002.120110.x
PERVIN LA, 1968, PSYCHOL BULL, V69, P56, DOI 10.1037/h0025271
Podsakoff PM, 2003, J APPL PSYCHOL, V88, P879, DOI 10.1037/0021-9010.88.5.879
Roberts GC, 1996, SCAND J MED SCI SPOR, V6, P46
Roberts GC, 1998, J SPORT SCI, V16, P337, DOI 10.1080/02640419808559362
ROBERTS GC, 2012, ADV MOTIVATION SPORT, V3, P5, DOI DOI
10.5040/[Link]-001
RYAN RM, 1989, J EDUC PSYCHOL, V81, P265, DOI 10.1037/0022-0663.81.2.265
Safvenbom R, 2015, PHYS EDUC SPORT PEDA, V20, P629, DOI
10.1080/17408989.2014.892063
SEIFRIZ JJ, 1992, J SPORT EXERCISE PSY, V14, P375, DOI 10.1123/jsep.14.4.375
Shadish W., 2001, EXPT QUASIEXPERIMENT
Thelma S., 2008, ADV SPORT PSYCHOL, P157
Toker S, 2012, J APPL PSYCHOL, V97, P699, DOI 10.1037/a0026914
Treasure D.C., 2001, ADV MOTIVATION SPORT, P79
Treasure DC, 1998, INT J SPORT PSYCHOL, V29, P211
VALLERAND RJ, 1986, J SOC PSYCHOL, V126, P649, DOI 10.1080/00224545.1986.9713638
Vallerand RJ, 1997, ADV EXP SOC PSYCHOL, V29, P271, DOI 10.1016/S0065-
2601(08)60019-2
van de Pol PKC, 2012, PSYCHOL SPORT EXERC, V13, P491, DOI
10.1016/[Link].2011.12.002
Vanhees L, 2005, EUR J CARDIOV PREV R, V12, P102, DOI 10.1097/00149831-
200504000-00004
Vazou S, 2010, RES Q EXERCISE SPORT, V81, P199
WALLING MD, 1993, J SPORT EXERCISE PSY, V15, P172, DOI 10.1123/jsep.15.2.172
Wilmore JH, 2005, PHYSL SPORT EXERCISE
NR 62
TC 3
Z9 3
U1 0
U2 10
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 0264-0414
EI 1466-447X
J9 J SPORT SCI
JI J. Sports Sci.
PD FEB 1
PY 2016
VL 34
IS 3
BP 267
EP 277
DI 10.1080/02640414.2015.1048522
PG 11
WC Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Sport Sciences
GA CY7KV
UT WOS:000366588200009
PM 25995068
DA 2022-12-25
ER

PT J
AU Chonsalasin, D
Khampirat, B
AF Chonsalasin, Dissakoon
Khampirat, Buratin
TI The Impact of Achievement Goal Orientation, Learning Strategies, and
Digital Skill on Engineering Skill Self-Efficacy in Thailand
SO IEEE ACCESS
LA English
DT Article
DE Education; Employment; Knowledge engineering; Industries; Economics;
Collaborative work; STEM; Achievement goal orientation; learning
strategies; digital skills; engineering skill self-efficacy
ID ACADEMIC-PERFORMANCE; HIGHER-EDUCATION; SCHOOL STUDENTS; LITERACY;
INFORMATION; MOTIVATION; COMPETENCE; MODEL; TASK; VALIDATION
AB Rapid technological changes in industry and institutions of higher education
required that their continuous learning and teaching methods conform to the needs
of the labor market in the digital era. Building the engineering skill self-
efficacy of students should be a key goal for educational institutions as they
develop necessary skills for future engineers. This work investigated structural
factors influencing engineering skill self-efficacy by conducting a questionnaire
survey among 1,316 engineering students in Thailand. Structural equation modeling
was used to validate the proposed model. The research results indicated that
engineering skill self-efficacy was contributed to digital skills, learning
strategies, and achievement goal orientation. Learning strategies were predicted by
achievement goal orientation, and they positively associated with digital skills.
These empirical findings reflect a sustainable educational development structure
for engineering education. The results may benefit educators by specifying methods
of educational development and learning activity design and promoting pedagogical
system to develop learners' characteristics to enhance their engineering skill
self-efficacy. Students can then be prepared with digital skills to apply to their
further work, which will affect capacity building and the overall image of a
country's development.
C1 [Chonsalasin, Dissakoon] Suranaree Univ Technol, Inst Engn, Nakhon Ratchasima
30000, Thailand.
[Khampirat, Buratin] Suranaree Univ Technol, Inst Social Technol, Nakhon
Ratchasima 30000, Thailand.
C3 Suranaree University of Technology; Suranaree University of Technology
RP Khampirat, B (corresponding author), Suranaree Univ Technol, Inst Social
Technol, Nakhon Ratchasima 30000, Thailand.
EM buratink@[Link]
RI Khampirat, Buratin/AFW-4372-2022; Chonsalasin, Dissakoon/AAE-4804-2022
OI Khampirat, Buratin/0000-0002-0725-3305; Chonsalasin,
Dissakoon/0000-0001-8193-5884
FU National Research Council of Thailand (NRCT); Suranaree University of
Technology (SUT) [NRCT5-RSA63009-02]; National Science, Research and
Innovation Fund (NSRF) via the Program Management Unit for Human
Resources and Institutional Development, Research, and Innovation
[B05F640220]; SUT Research and Development Fund [IRD2-202-64-12-12];
Thailand Science Research and Innovation (TSRI); Human Researches Ethics
Committee of the Suranaree University of Technology [EC-64-119]
FX This work was supported in part by the National Research Council of
Thailand (NRCT) and Suranaree University of Technology (SUT) under Grant
NRCT5-RSA63009-02, in part by the National Science, Research and
Innovation Fund (NSRF) via the Program Management Unit for Human
Resources and Institutional Development, Research, and Innovation under
Grant B05F640220, in part by SUT Research and Development Fund under
Grant IRD2-202-64-12-12, and in part by the Thailand Science Research
and Innovation (TSRI).; This work involved human subjects or animals in
its research. Approval of all ethical and experimental procedures and
protocols was granted by the Human Researches Ethics Committee of the
Suranaree University of Technology, under Application No. EC-64-119, and
performed in line with the Declaration of Helzinki, The Belmont Report,
CIOMS guideline, International Conference on Harmonization in Good
Clinical Practice (ICH-GCP) and 45CFR 46.101(b).
CR Alenazy WM, 2019, IEEE ACCESS, V7, P71550, DOI 10.1109/ACCESS.2019.2920242
AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
Anthonysamy L, 2020, EDUC INF TECHNOL, V25, P2393, DOI 10.1007/s10639-020-10201-
8
Arpaci I, 2019, COMPUT HUM BEHAV, V90, P181, DOI 10.1016/[Link].2018.09.005
Audibert A., 2020, TRENDS PSYCHOL, V28, P368, DOI [10.1007/s43076-020-00030-6,
DOI 10.1007/S43076-020-00030-6]
Azmi A.N., 2018, INT J ENG TECHNOLOGY, V7, P267, DOI DOI
10.14419/IJET.V7I4.28.22593
Baltaoglu MG, 2019, S AFR J EDUC, V39, DOI 10.15700/saje.v39n2a1579
Bandura A., 1986, SOCIAL FDN THOUGHT A
Bandura A., 1997, SELF EFFICACY EXERCI, P606
Bandura A., 1995, SELF EFFICACY CHANGI, P1, DOI DOI 10.1017/CBO9780511527692
Verdugo GB, 2020, COGENT BUS MANAG, V7, DOI 10.1080/23311975.2020.1831766
Bejakovic P, 2020, EMPL RELAT, V42, P921, DOI 10.1108/ER-07-2019-0274
Biwer F, 2020, J APPL RES MEM COGN, V9, P186
Brown T.A., 2015, CONFIRMATORY FACTOR, V2nd ed., DOI DOI 10.5860/CHOICE.44-2769
COCHRAN W. G, 1977, SAMPLING TECHNIQUES, V3rd
Crouzevialle M, 2013, J EXP PSYCHOL GEN, V142, P666, DOI 10.1037/a0029632
CURTARELLI M., 2016, ICT WORK DIGITAL SKI
Diseth A, 2011, LEARN INDIVID DIFFER, V21, P191, DOI
10.1016/[Link].2011.01.003
Doherty O, 2021, EDUC TRAIN, V63, P632, DOI 10.1108/ET-05-2020-0134
Du KY, 2020, EDUC PSYCHOL-UK, V40, P1249, DOI 10.1080/01443410.2020.1806210
DWECK CS, 1988, PSYCHOL REV, V95, P256, DOI 10.1037/0033-295X.95.2.256
Dweck's, 2005, HDB COMPETENCE MOTIV, P52
Elliot AJ, 1999, EDUC PSYCHOL-US, V34, P169, DOI 10.1207/s15326985ep3403_3
Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
EPSRC, 2018, UNESCO I STAT
Falloon G, 2020, ETR&D-EDUC TECH RES, V68, P2449, DOI 10.1007/s11423-020-09767-4
Fanni F., 2013, INT J ED DEV USING I, V9, P100
Fenollar P, 2007, BRIT J EDUC PSYCHOL, V77, P873, DOI 10.1348/000709907X189118
Fernandez-Rio J, 2017, FRONT PSYCHOL, V8, DOI 10.3389/fpsyg.2017.00022
FORNELL C, 1981, J MARKETING RES, V18, P39, DOI 10.2307/3151312
Martinez JG, 2019, EUR J INVEST HEALTH, V9, P95, DOI 10.30552/ejihpe.v9i2.323
Gonzalez-Salamanca JC, 2020, SUSTAINABILITY-BASEL, V12, DOI 10.3390/su122410366
Greefrath G, 2018, ZDM-MATH EDUC, V50, P233, DOI 10.1007/s11858-018-0924-6
Guillen-Gamez FD, 2021, EDUC SCI, V11, DOI 10.3390/educsci11030098
Guo M, 2021, PSYCHOL SCHOOLS, V58, P107, DOI 10.1002/pits.22424
Hair J., 2010, MULTIVARIATE DATA AN, V7
Hampton KN, 2021, TELEMAT INFORM, V63, DOI 10.1016/[Link].2021.101666
Hardan Abdalmaujod A, 2013, PROCEDIA SOCIAL BEHA, V106, p1712 , DOI DOI
10.1016/[Link].2013.12.194
Hartshorne R., 2009, INT J TECHNOLOGY TEA, V5, P37
Hatlevik OE., 2010, INT J TECHNOLOGY KNO, V6, P151, DOI
[10.18848/d1832-3669/CGP/v06i03/56081, DOI 10.18848/D1832-3669/CGP/V06I03/56081]
Hatlevik OE, 2015, J INF TECHNOL EDUC-R, V14, P123
Hatlevik OE, 2015, COMPUT EDUC, V81, P345, DOI 10.1016/[Link].2014.10.019
Hatlevik OE, 2013, COMPUT EDUC, V63, P240, DOI 10.1016/[Link].2012.11.015
Hattie John A C, 2016, NPJ Sci Learn, V1, P16013, DOI
10.1038/npjscilearn.2016.13
Henderson M, 2017, STUD HIGH EDUC, V42, P1567, DOI 10.1080/03075079.2015.1007946
Ho HNJ, 2022, INT J SCI MATH EDUC, V20, P943, DOI 10.1007/s10763-021-10205-x
Honicke T, 2020, HIGH EDUC RES DEV, V39, P689, DOI 10.1080/07294360.2019.1685941
Honicke T, 2016, EDUC RES REV-NETH, V17, P63, DOI 10.1016/[Link].2015.11.002
Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
Hwang S, 2017, SOC BEHAV PERSONAL, V45, P1007, DOI 10.2224/sbp.6149
Kaarakainen MT, 2018, UNIVERSAL ACCESS INF, V17, P349, DOI 10.1007/s10209-017-
0553-9
Karakoyun F, 2020, EDUC INF TECHNOL, V25, P2353, DOI 10.1007/s10639-020-10148-w
Khampirat B., 2019, INT J WORK INTEGRATE, V20, P127
Khampirat B, 2021, IEEE ACCESS, V9, P111390, DOI 10.1109/ACCESS.2021.3055620
Kilic-Cakmak E, 2010, AUSTRALAS J EDUC TEC, V26, P192
Kim HS, 2019, ASIA-PAC EDUC RES, V28, P203, DOI 10.1007/s40299-018-0428-8
Kim HJ, 2018, SUSTAINABILITY-BASEL, V10, DOI 10.3390/su10124635
King H, 2017, J FORMATIVE DES LEAR, V1, P45, DOI 10.1007/s41686-017-0001-5
Kline R.B., 2011, PRINCIPLES PRACTICE, V4th ed., DOI
[10.1177/0049124187016001004, DOI 10.1038/156278A0]
Kunchai J, 2021, SUSTAINABILITY-BASEL, V13, DOI 10.3390/su131810377
Leenknecht M, 2019, ASSESS EVAL HIGH EDU, V44, P1069, DOI
10.1080/02602938.2019.1571161
Lei H, 2021, CHILD YOUTH SERV REV, V127, DOI 10.1016/[Link].2021.106123
Lewis P, 2020, BRIT J IND RELAT, V58, P617, DOI 10.1111/bjir.12532
Li XJ, 2022, INFORM COMMUN SOC, V25, P1365, DOI 10.1080/1369118X.2020.1864002
Liem AD, 2008, CONTEMP EDUC PSYCHOL, V33, P486, DOI
10.1016/[Link].2007.08.001
Lim JY, 2020, INT J EDUC RES, V103, DOI 10.1016/[Link].2020.101621
Simo VL, 2020, RED-REV EDUC DISTANC, V20, DOI 10.6018/red.410011
Mamaril N. J. A., 2014, MEASURING UNDERGRADU
Mamaril NA, 2016, J ENG EDUC, V105, P366, DOI 10.1002/jee.20121
McCombs B. L., 2017, FRONTIERS ED, V2, P1, DOI [10.3389/feduc.2017.00006, DOI
10.3389/FEDUC.2017.00006]
McGunagle D, 2020, HIGH EDUC SKILL WORK, V10, P591, DOI 10.1108/HESWBL-10-2019-
0148
Miller AL, 2021, MOTIV EMOTION, V45, P327, DOI 10.1007/s11031-021-09881-7
Monteiro AR, 2021, RED-REV EDUC DISTANC, V21, DOI 10.6018/red.438721
NESDC, 2019, REP POP PROJ THAIL 2
NESDC, 2020, SOCIAL SITUATION OUT
NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
Nigg JT, 2017, J CHILD PSYCHOL PSYC, V58, P361, DOI 10.1111/jcpp.12675
Padwick A, 2020, PROC FRONT EDUC CONF
Pagani L, 2016, EDUC STUD-UK, V42, P137, DOI 10.1080/03055698.2016.1148588
Pala SM, 2021, TECHNOL KNOWL LEARN, DOI 10.1007/s10758-021-09538-x
Pettersson F, 2018, EDUC INF TECHNOL, V23, P1005, DOI 10.1007/s10639-017-9649-3
Phan HP, 2008, EDUC PSYCHOL-UK, V28, P325, DOI 10.1080/01443410701591392
Phan HP, 2009, EDUC PSYCHOL-UK, V29, P777, DOI 10.1080/01443410903289423
Pintrich P., 1991, ANN ARBOR MICHIGAN, V48109, P1259
Ramos A, 2021, J EDUC PSYCHOL, V113, P370, DOI 10.1037/edu0000476
Ribera T., 2012, ASS I RES ANN FORUM
Rohatgi A, 2016, COMPUT EDUC, V102, P103, DOI 10.1016/[Link].2016.08.001
Roick J, 2018, LEARN INDIVID DIFFER, V65, P148, DOI 10.1016/[Link].2018.05.018
Sa-Nguanmanasak T, 2019, J TECH EDUC TRAIN, V11, P93, DOI
10.30880/jtet.2019.11.03.012
Schneider M, 2017, PSYCHOL BULL, V143, P565, DOI 10.1037/bul0000098
 Siddiq F, 2016, EDUC RES REV-NETH, V19, P58, DOI 10.1016/[Link].2016.05.002
Silber-Varod V, 2019, BRIT J EDUC TECHNOL, V50, P3099, DOI 10.1111/bjet.12753
Sins PHM, 2008, CONTEMP EDUC PSYCHOL, V33, P58, DOI
10.1016/[Link].2006.12.004
Stehle SM, 2019, INT J STEM EDUC, V6, DOI 10.1186/s40594-019-0192-1
Steiger JH, 2007, PERS INDIV DIFFER, V42, P893, DOI 10.1016/[Link].2006.09.017
Streiner D. L., 2003, HLTH MEASUREMENT SCA
Tavakolizadeh J, 2011, PROCD SOC BEHV, V29, DOI 10.1016/[Link].2011.11.343
Terenzini P.T., 2001, J ENG EDUC, V90, P123, DOI [10.1002/j.2168-
9830.2001.tb00579.x, DOI 10.1002/J.2168-9830.2001.TB00579.X]
Tuamsuk K, 2017, INFORM LEARN SCI, V118, P235, DOI 10.1108/ILS-11-2016-0076
Turner JE, 2021, LEARN INDIVID DIFFER, V85, DOI 10.1016/[Link].2020.101943
Ukwoma SC, 2016, NEW LIB WORLD, V117, P702, DOI 10.1108/NLW-08-2016-0061
van Laar E, 2020, SAGE OPEN, V10, DOI 10.1177/2158244019900176
Laar E, 2019, COMPUT HUM BEHAV, V100, P93, DOI 10.1016/[Link].2019.06.017
Yang HL, 2009, COMPUT HUM BEHAV, V25, P429, DOI 10.1016/[Link].2008.10.005
Yip MCW, 2021, STUD HIGH EDUC, V46, P1565, DOI 10.1080/03075079.2019.1695111
ZIMMERMAN BJ, 1990, EDUC PSYCHOL, V25, P3, DOI 10.1207/s15326985ep2501_2
NR 107
TC 3
Z9 3
U1 8
U2 11
PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC
PI PISCATAWAY
PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA
SN 2169-3536
J9 IEEE ACCESS
JI IEEE Access
PY 2022
VL 10
BP 11858
EP 11870
DI 10.1109/ACCESS.2022.3146128
PG 13
WC Computer Science, Information Systems; Engineering, Electrical &
Electronic; Telecommunications
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Computer Science; Engineering; Telecommunications
GA YR8FS
UT WOS:000750227200001
OA gold
DA 2022-12-25
ER

PT J
AU Wu, CC
AF Wu, Chung-Chin
TI Investigating the Discriminant Utility of Task-Based and Self-Based
Goals in 3 x 2 Achievement Goal Model for Kindergarteners
SO CHILDREN-BASEL
LA English
DT Article
DE achievement goals; kindergartener; mathematics
ID STUDENTS MOTIVATION; MULTILEVEL ANALYSIS; MATH ACHIEVEMENT;
ORIENTATIONS; METACOGNITION; PERFORMANCE; COLLEGE; TEACHER
AB A decade ago, achievement goal theorists argued that mastery-based goals in the
traditional theoretical framework can be theoretically differentiated into task-
based goals and self-based goals; and they proposed the 3 x 2 achievement goal
model to understand students' achievement motivation. This new theoretical model
has received increasing attention, and it has been demonstrated by several
empirical studies on school-aged student samples through analyzing concurrently
derived data. Recently, researcher has preliminary demonstrated the new theoretical
model on kindergarten sample. It is unclear whether there was a discriminant
utility of these goals for kindergartener sample through analyzing their concurrent
and predictive effects on learning outcomes. The main purposes of this study were
to investigate discriminant utility of task-based goals and self-based goals
through examining their concurrent and predictive effects on mathematics
performances. A total of 59 kindergarteners aged 5 years consented to participating
in this study. Results showed: (1) The discriminant utility of task-approach goal
and self-approach goal was only demonstrated on predictive arithmetic performance.
(2) The discriminant utility of task-avoidance goal and self-avoidance goal was
demonstrated on both concurrent and predictive counting performances. Implications
for advancing achievement goal theory, future research, and practice are discussed
at the end of the article.
C1 [Wu, Chung-Chin] Natl Pingtung Univ, Dept Early Childhood Educ, Pingtung 900391,
Taiwan.
RP Wu, CC (corresponding author), Natl Pingtung Univ, Dept Early Childhood Educ,
Pingtung 900391, Taiwan.
EM minin72704@[Link]
CR Barron K.E., 2003, INT J EDUC RES, V39, P357, DOI [DOI
10.1016/[Link].2004.06.004, 10.1016/[Link].2004.06.004]
Cowden RG, 2021, J SPORT HEALTH SCI, V10, P73, DOI 10.1016/[Link].2018.10.001
Cury F, 2006, J PERS SOC PSYCHOL, V90, P666, DOI 10.1037/0022-3514.90.4.666
Danthony S, 2021, EUR PHYS EDUC REV, V27, P559, DOI 10.1177/1356336X20971325
Didin M., 2021, INT J PROGR RES ED, V17, P361, DOI [10.29329/ijpe.2021.346.23,
DOI 10.29329/IJPE.2021.346.23]
Diseth A, 2015, INT J EDUC RES, V72, P59, DOI 10.1016/[Link].2015.04.011
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
Elliot AJ, 2011, J EDUC PSYCHOL, V103, P632, DOI 10.1037/a0023952
Garcia-Romero C, 2020, SPORTIS, V6, P2, DOI 10.17979/sportis.2020.6.1.5799
Gillet N, 2015, MOTIV EMOTION, V39, P858, DOI 10.1007/s11031-015-9505-y
Ginsburg H.P., 2003, TEMA 3 TEST EARLY MA, V3rd ed.
Gutman LM, 2006, CONTEMP EDUC PSYCHOL, V31, P44, DOI
10.1016/[Link].2005.01.004
Hidayat R, 2018, EDUC SCI-THEOR PRACT, V18, P579, DOI 10.12738/estp.2018.3.0108
Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
Huang CJ, 2012, J EDUC PSYCHOL, V104, P48, DOI 10.1037/a0026223
Hunsu N, 2021, FRONT PSYCHOL, V12, DOI 10.3389/fpsyg.2021.628004
Karahan B.U., 2018, J ED TRAIN STUD, V6, P101, DOI [10.11114/jets.v6i3.2919, DOI
10.11114/JETS.V6I3.2919]
Lau S, 2008, J EDUC PSYCHOL, V100, P15, DOI 10.1037/0022-0663.100.1.15
Leon-del-Barco B, 2019, FRONT PSYCHOL, V10, DOI 10.3389/fpsyg.2019.02434
Lin C.C., 2000, INT J ELEM ED, V8, P115
Linnenbrink EA, 2005, J EDUC PSYCHOL, V97, P197, DOI 10.1037/0022-0663.97.2.197
Liu S, 2020, COMPUT HUM BEHAV, V102, P151, DOI 10.1016/[Link].2019.08.021
Lower L.M., 2016, J AMAT SPORT, V2, P75, DOI [10.17161/jas.v0i0.5689, DOI
10.17161/JAS.V0I0.5689]
Mascret N, 2017, EDUC PSYCHOL-UK, V37, P346, DOI 10.1080/01443410.2015.1096324
Mendez-Gimenez A, 2018, AN PSICOL-SPAIN, V34, P52, DOI
10.6018/analesps.34.1.262131
Mendez-Gimenez A, 2017, REV PSICODIDACT, V22, P150, DOI
10.1016/[Link].2017.05.004
Ning HK, 2018, J PSYCHOEDUC ASSESS, V36, P261, DOI 10.1177/0734282916677658
Park D, 2016, J EDUC PSYCHOL, V108, P300, DOI 10.1037/edu0000064
Ryan AM, 2005, J EDUC PSYCHOL, V97, P275, DOI 10.1037/0022-0663.97.2.275
 Seaton M, 2014, EDUC PSYCHOL-UK, V34, P49, DOI 10.1080/01443410.2013.825232
Shen L, 2020, SUSTAINABILITY-BASEL, V12, DOI 10.3390/su12156005
Sideridis GD, 2006, LEARN DISABILITY Q, V29, P3, DOI 10.2307/30035528
Van Yperen NW, 2022, PSYCHOL SPORT EXERC, V60, DOI
10.1016/[Link].2022.102134
Wang CKJ, 2017, INT J SPORT EXERC PS, V15, P460, DOI
10.1080/1612197X.2016.1142458
Wang J.C., 2012, STRUCTURAL EQUATION, DOI [DOI 10.1002/9781118356258, DOI
10.1002/, 10.1002/9781118356258]
Wei CL, 2020, J ADV COMPUT INTELL, V24, P468, DOI 10.20965/jaciii.2020.p0468
Wolters CA, 2004, J EDUC PSYCHOL, V96, P236, DOI 10.1037/0022-0663.96.2.236
Wu CC, 2022, FRONT PSYCHOL, V12, DOI 10.3389/fpsyg.2021.741088
Wu CC, 2014, J RES EDUC SCI, V59, P59, DOI 10.6209/JORIES.2014.59(3).03
Young JW, 2007, ASSESS EDUC, V14, P233, DOI 10.1080/09695940701479709
Zhou MM, 2022, J GEN PSYCHOL, V149, P116, DOI 10.1080/00221309.2020.1803194
Zusho A, 2005, LEARN INDIVID DIFFER, V15, P141, DOI 10.1016/[Link].2004.11.003
NR 43
TC 0
Z9 0
U1 0
U2 0
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2227-9067
J9 CHILDREN-BASEL
JI Children-Basel
PD NOV
PY 2022
VL 9
IS 11
AR 1765
DI 10.3390/children9111765
PG 10
WC Pediatrics
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Pediatrics
GA 6V2MW
UT WOS:000894889800001
OA gold, Green Published
DA 2022-12-25
ER

PT J
AU Adie, JW
Duda, JL
Ntoumanis, N
AF Adie, James W.
Duda, Joan L.
Ntoumanis, Nikos
TI Achievement Goals, Competition Appraisals, and the Well- and Ill-Being
of Elite Youth Soccer Players Over Two Competitive Seasons
SO JOURNAL OF SPORT & EXERCISE PSYCHOLOGY
LA English
DT Article
DE 2x2 achievement goal framework; stress; optimal functioning; multilevel
regression; longitudinal design; youth sport
ID PERFORMANCE-APPROACH; MOTIVATION; MODEL; STABILITY; SPORT
AB Grounded in the 2 x 2 achievement goal framework (Elliot & McGregor, 2001), the
purpose of this study was to investigate the temporal relationships between
achievement goals, competition appraisals and indices of psychological and
emotional welfare among elite adolescent soccer players. A subsidiary aim was to
ascertain the mediational role of competition appraisals in explaining the
potential achievement goal and well-/ill-being relationships. Ninety-one boys (mean
age = 13.82 years) involved in an elite soccer program completed multisection
questionnaires capturing the targeted variables. Measures were obtained on five
occasions across two competitive seasons. Multilevel regression analyses revealed
that MAp goals positively, and MAv goals negatively, predicted within-person
changes in well-being over two seasons. PAp goal adoption was positively associated
to within-person changes in negative affect. PAv goals corresponded negatively to
between-person mean differences in positive affect. The results of the indirect
effects showed challenge appraisals accounted for within-person associations
between a MAp goal focus and well-and ill-being over time. The present findings
provide only partial support for the utility of the 2 x 2 achievement goal
framework in predicting young athletes' psychological and emotional functioning in
an elite youth sport setting.
C1 [Duda, Joan L.; Ntoumanis, Nikos] Univ Birmingham, Sch Sport & Exercise Sci,
Birmingham, W Midlands, England.
C3 University of Birmingham
RP Adie, JW (corresponding author), Liverpool Hope Univ, Dept Psychol, Liverpool,
Merseyside, England.
RI Ntoumanis, Nikos/R-1039-2017; Duda, Joan/ABA-5207-2020
OI Ntoumanis, Nikos/0000-0001-7122-3795; Adie, James/0000-0001-5854-3129
CR Adie JW, 2008, J SPORT EXERCISE PSY, V30, P302, DOI 10.1123/jsep.30.3.302
Conroy DE, 2006, J SPORT EXERCISE PSY, V28, P69, DOI 10.1123/jsep.28.1.69
Conroy DE, 2003, J SPORT EXERCISE PSY, V25, P456, DOI 10.1123/jsep.25.4.456
Conroy DE., 2007, INTRINSIC MOTIVATION, P181
Cury F, 2002, J EXP SOC PSYCHOL, V38, P473, DOI 10.1016/S0022-1031(02)00017-3
DIENER E, 1984, J PERS SOC PSYCHOL, V47, P1105, DOI 10.1037/0022-3514.47.5.1105
Duda J.L., 2005, HDB COMPETENCE MOTIV, P318, DOI DOI 10.1037/0021-9010.90.6.1096
Elliot A.J., 2005, SPORT EXERCISE PSYCH, V1, P17
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
Elliot AJ, 2008, J EDUC PSYCHOL, V100, P613, DOI 10.1037/0022-0663.100.3.613
Elliot AJ, 2006, J SPORT EXERCISE PSY, V28, P344, DOI 10.1123/jsep.28.3.344
Ellis J, 1999, J COMMONW LIT, V34, P169
Fox K. R., 2000, PHYS ACTIVITY PSYCHO, P88, DOI DOI 10.4324/9780203468326_
Fraser-Thomas J, 2008, PSYCHOL SPORT EXERC, V9, P645, DOI
10.1016/[Link].2007.08.003
Fryer JW, 2007, J EDUC PSYCHOL, V99, P700, DOI 10.1037/0022-0663.99.4.700
Giacobbi PR, 2007, PSYCHOL SPORT EXERC, V8, P261, DOI
10.1016/[Link].2006.04.001
Halvari H, 1999, PERCEPT MOTOR SKILL, V89, P997, DOI 10.2466/PMS.89.7.997-1022
Hox J.J., 2005, METHODOLOGY, V1, P85, DOI [10.1027/1614-2241.1.3.86, DOI
10.1027/1614-2241.1.3.86]
Krane V, 1997, SPORT PSYCHOL, V11, P53, DOI 10.1123/tsp.11.1.53
Krull JL, 2001, MULTIVAR BEHAV RES, V36, P249, DOI 10.1207/S15327906MBR3602_06
Lazarus R.S., 1984, STRESS APPRAISAL COP
Lazarus R.S., 1999, STRESS EMOTION NEW S
Linnenbrink EA, 2005, J EDUC PSYCHOL, V97, P197, DOI 10.1037/0022-0663.97.2.197
MARSH HW, 1985, AM EDUC RES J, V22, P422, DOI 10.3102/00028312022003422
McGregor HA, 2002, J EDUC PSYCHOL, V94, P381, DOI 10.1037//0022-0663.94.2.381
Morris RL, 2009, INT J SPORT EXERC PS, V7, P185, DOI
10.1080/1612197X.2009.9671899
NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
Nien CL, 2008, PSYCHOL SPORT EXERC, V9, P352, DOI
10.1016/[Link].2007.05.002
NIEN CL, 2007, 12 EUR C SPORT PSYCH
 Pekrun R, 2006, J EDUC PSYCHOL, V98, P583, DOI 10.1037/0022-0663.98.3.583
Rasbash J, 2009, USERS GUIDE MLWIN V2, V2, P10
Rawsthorne L J, 1999, Pers Soc Psychol Rev, V3, P326, DOI
10.1207/s15327957pspr0304_3
Ryan RM, 2001, ANNU REV PSYCHOL, V52, P141, DOI 10.1146/[Link].52.1.141
Sideridis GD, 2005, J EDUC PSYCHOL, V97, P366, DOI 10.1037/0022-0663.97.3.366
Singer J.D., 2003, APPL LONGITUDINAL DA, DOI
10.1093/acprof:oso/9780195152968.001.0001
Warburton V, 2008, EUR PHYS EDUC REV, V14, P157, DOI 10.1177/1356336X08090704
NR 37
TC 54
Z9 55
U1 1
U2 36
PU HUMAN KINETICS PUBL INC
PI CHAMPAIGN
PA 1607 N MARKET ST, PO BOX 5076, CHAMPAIGN, IL 61820-2200 USA
SN 0895-2779
EI 1543-2904
J9 J SPORT EXERCISE PSY
JI J. Sport Exerc. Psychol.
PD AUG
PY 2010
VL 32
IS 4
BP 555
EP 579
DI 10.1123/jsep.32.4.555
PG 25
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA 652BF
UT WOS:000281974300007
PM 20733213
OA Green Published
DA 2022-12-25
ER

PT J
AU Alrakaf, S
Sainsbury, E
Rose, G
Smith, L
AF Alrakaf, Saleh
Sainsbury, Erica
Rose, Grenville
Smith, Lorraine
TI Identifying Achievement Goals and Their Relationship to Academic
Achievement in Undergraduate Pharmacy Students
SO AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION
LA English
DT Article
DE achievement goals; achievement goal questionnaire; academic achievement;
ethnicity
ID PERFORMANCE; MOTIVATION; MASTERY; MODEL; ORIENTATIONS; AMERICAN; MOTIVES
AB Objectives. To compare the achievement goal orientations of first-year with
those of third-year undergraduate Australian pharmacy students and to examine the
relationship of goal orientations to academic achievement.
Methods. The Achievement Goal Questionnaire was administered to first-year and
third-year students during class time. Students' grades were obtained from course
coordinators.
Results. More first-year students adopted performance-approach and mastery-
approach goals than did third-year students. Performance-approach goals were
positively correlated with academic achievement in the first year. Chinese
Australian students scored the highest in adopting performance-approach goals.
Vietnamese Australian students adopted mastery-avoidance goals more than other
ethnicities. First-year students were more strongly performance approach goal-
oriented than third-year students.
Conclusion. Adopting performance-approach goals was positively correlated with
academic achievement, while adopting avoidance goals was not. Ethnicity has an
effect on the adoption of achievement goals and academic achievement.
C1 [Alrakaf, Saleh; Sainsbury, Erica; Smith, Lorraine] Univ Sydney, Fac Pharm,
Sydney, NSW 2006, Australia.
[Rose, Grenville] Aftercare, Sydney, NSW, Australia.
C3 University of Sydney
RP Alrakaf, S (corresponding author), Univ Sydney, Fac Pharm, Room S114,Pharm &
Bank Bldg A15, Sydney, NSW 2006, Australia.
EM salr4982@[Link]
RI Rose, Grenville/AAG-6551-2019
OI Rose, Grenville/0000-0003-0283-8600; Smith, Lorraine/0000-0002-3499-1514
CR Barron K.E., 2003, INT J EDUC RES, V39, P357, DOI [DOI
10.1016/[Link].2004.06.004, 10.1016/[Link].2004.06.004]
Cury F, 2006, J PERS SOC PSYCHOL, V90, P666, DOI 10.1037/0022-3514.90.4.666
Diseth A, 2011, LEARN INDIVID DIFFER, V21, P191, DOI
10.1016/[Link].2011.01.003
DWECK CS, 1986, AM PSYCHOL, V41, P1040, DOI 10.1037/0003-066X.41.10.1040
Elliot A. J., 2008, HDB MOTIVATIONAL SCI, P235, DOI DOI 10.1007/S11031-007-9058-
9
Elliot A. J., 2005, HDB COMPETENCE MOTIV, P3, DOI DOI 10.1037/0022-0167.51.1.115
Elliot A.J., 2007, EMOTION ED, P57, DOI DOI 10.1016/B978-012372545-5/50005-8
Elliot AJ, 1999, J EDUC PSYCHOL, V91, P549, DOI 10.1037/0022-0663.91.3.549
Elliot AJ, 1999, EDUC PSYCHOL-US, V34, P169, DOI 10.1207/s15326985ep3403_3
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 2001, EDUC PSYCHOL REV, V13, P139, DOI 10.1023/A:1009057102306
Elliot AJ, 2001, PSYCHOL SCI, V12, P505, DOI 10.1111/1467-9280.00393
Elliot AJ, 2008, J EDUC PSYCHOL, V100, P613, DOI 10.1037/0022-0663.100.3.613
Harackiewicz JM, 2000, J EDUC PSYCHOL, V92, P316, DOI 10.1037//0022-
0663.92.2.316
Harackiewicz JM, 2002, J EDUC PSYCHOL, V94, P638, DOI 10.1037//0022-
0663.94.3.638
Harackiewicz JM, 2002, J EDUC PSYCHOL, V94, P562, DOI 10.1037//0022-
0663.94.3.562
Huang CJ, 2012, J EDUC PSYCHOL, V104, P48, DOI 10.1037/a0026223
Hulleman CS, 2010, ADV MOTIV A, V16, P71, DOI 10.1108/S0749-7423(2010)000016A006
Hulleman CS, 2010, PSYCHOL BULL, V136, P422, DOI 10.1037/a0018947
Isoard-Gautheur S, 2013, PSYCHOL SPORT EXERC, V14, P72, DOI
10.1016/[Link].2012.08.001
KAO G, 1995, AM J EDUC, V103, P121, DOI 10.1086/444094
Kaplan A, 2007, EDUC PSYCHOL REV, V19, P141, DOI 10.1007/s10648-006-9012-5
Lee AY, 2000, J PERS SOC PSYCHOL, V78, P1122, DOI 10.1037//0022-3514.78.6.1122
Li J., 2001, CAN J EDUC, V26, P477, DOI [DOI 10.2307/1602178, 10.2307/1602178]
Lieberman DA, 2007, BRIT J EDUC PSYCHOL, V77, P379, DOI 10.1348/000709906X157772
Linnenbrink-Garcia L, 2012, EDUC PSYCHOL-US, V47, P281, DOI
10.1080/00461520.2012.722515
Marian V, 2004, J MEM LANG, V51, P190, DOI 10.1016/[Link].2004.04.003
 Meece JL, 2006, ANNU REV PSYCHOL, V57, P487, DOI
10.1146/[Link].56.091103.070258
Murayama K., 2012, OXFORD HDB HUMAN MOT, P191
Murayama K, 2012, PSYCHOL BULL, V138, P1035, DOI 10.1037/a0028324
Putwain DW, 2012, BRIT J EDUC PSYCHOL, V82, P207, DOI 10.1111/j.2044-
8279.2011.02021.x
Remedios R, 2008, EDUC PSYCHOL-UK, V28, P677, DOI 10.1080/01443410802200257
Roussel P, 2011, LEARN INSTR, V21, P394, DOI 10.1016/[Link].2010.05.003
Senko C, 2008, CONTEMP EDUC PSYCHOL, V33, P561, DOI
10.1016/[Link].2007.12.001
Senko C, 2011, EDUC PSYCHOL-US, V46, P26, DOI 10.1080/00461520.2011.538646
Shim SS, 2013, LEARN INSTR, V23, P69, DOI 10.1016/[Link].2012.05.008
Sideridis GD, 2008, STRESS HEALTH, V24, P55, DOI 10.1002/smi.1160
Smith L, 2007, AM J PHARM EDUC, V71, DOI 10.5688/aj7106120
Sydney Uo, 2012, U SYDN HDB
Van Yperen NW, 2006, PERS SOC PSYCHOL B, V32, P1432, DOI
10.1177/0146167206292093
Van Yperen NW, 2009, EUR J SOC PSYCHOL, V39, P932, DOI 10.1002/ejsp.590
Waskiewicz RA, 2012, AM J PHARM EDUC, V76, DOI 10.5688/ajpe76465
Witkow MR, 2007, J EDUC PSYCHOL, V99, P584, DOI 10.1037/0022-0663.99.3.584
Wolters CA, 2004, J EDUC PSYCHOL, V96, P236, DOI 10.1037/0022-0663.96.2.236
Yamauchi LA, 1995, LINGUIST EDUC, V7, P349, DOI DOI 10.1016/0898-5898(95)90009-8
Zusho A, 2005, LEARN INDIVID DIFFER, V15, P141, DOI 10.1016/[Link].2004.11.003
NR 46
TC 8
Z9 8
U1 5
U2 30
PU AMER ASSOC COLL PHARMACY
PI ALEXANDRIA
PA 1426 PRINCE STREET, ALEXANDRIA, VA 22314-2815 USA
SN 0002-9459
EI 1553-6467
J9 AM J PHARM EDUC
JI Am. J. Pharm. Educ.
PY 2014
VL 78
IS 7
AR 133
DI 10.5688/ajpe787133
PG 8
WC Education, Scientific Disciplines; Pharmacology & Pharmacy
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Education & Educational Research; Pharmacology & Pharmacy
GA AQ4DF
UT WOS:000342741800005
PM 25258438
OA Green Published, Bronze
DA 2022-12-25
ER

PT J
AU Su, XX
McBride, RE
Xiang, P
AF Su, Xiaoxia
McBride, Ron E.
Xiang, Ping
TI College Students' Achievement Goal Orientation and Motivational
Regulations in Physical Activity Classes: A Test of Gender Invariance
SO JOURNAL OF TEACHING IN PHYSICAL EDUCATION
LA English
DT Article
DE gender differences; measurement invariance; mastery-approach goals;
performance-approach goals; intrinsic regulation
ID SELF-DETERMINATION THEORY; SITUATIONAL MOTIVATION; VALIDITY EVIDENCE;
EDUCATION; RELIABILITY
AB The current study examined the measurement invariance across 361 male and female
college students' 2 x 2 achievement goal orientation and motivational regulations.
Participants completed questionnaires assessing their achievement goals and
motivational regulations. Multigroup CFA analyses showed that male and female
students' scores were fully invariant at the configural, metric, and scalar levels.
Multigroup SEM analyses revealed that mastery-approach goals positively predicted
intrinsic regulation and identified regulation. It also revealed that performance-
approach goal was a stronger predictor of external regulation among female students
than among male students. Collectively, these results provide evidence that
researchers can make valid inferences about differences in achievement goal and
self-regulation scores across male and female students. This study also supports
the view that mastery-approach goals are motivationally beneficial, especially
among female students, in college physical activity class settings.
C1 [Su, Xiaoxia; McBride, Ron E.; Xiang, Ping] Texas A&M Univ, Dept Hlth &
Kinesiol, College Stn, TX 77834 USA.
C3 Texas A&M University System; Texas A&M University College Station
RP Su, XX (corresponding author), Texas A&M Univ, Dept Hlth & Kinesiol, College
Stn, TX 77834 USA.
EM xiaoxia@[Link]
CR AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
Azzarito L, 2009, J TEACH PHYS EDUC, V28, P173, DOI 10.1123/jtpe.28.2.173
Barkoukis V, 2007, BRIT J EDUC PSYCHOL, V77, P683, DOI 10.1348/000709906X171901
Buhi ER, 2011, HEALTH EDUC BEHAV, V38, P63, DOI 10.1177/1090198110375036
Chen LH, 2009, CONTEMP EDUC PSYCHOL, V34, P298, DOI
10.1016/[Link].2009.06.006
Cunningham GB, 2008, J TEACH PHYS EDUC, V27, P192, DOI 10.1123/jtpe.27.2.192
Deng X., 2010, ICHPER SD J RES, V6, P20
Dweck's, 2005, HDB COMPETENCE MOTIV, P52
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
Gao Z, 2008, J TEACH PHYS EDUC, V27, P399, DOI 10.1123/jtpe.27.3.399
Gao Z, 2012, J TEACH PHYS EDUC, V31, P246, DOI 10.1123/jtpe.31.3.246
Gibbons S. L., 2004, AVANTE, V10, P1
Guan J, 2007, MEAS PHYS EDUC EXERC, V11, P109, DOI 10.1080/10913670701294104
Guan JM, 2006, J TEACH PHYS EDUC, V25, P226, DOI 10.1123/jtpe.25.2.226
Guan JM, 2006, J TEACH PHYS EDUC, V25, P58, DOI 10.1123/jtpe.25.1.58
Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
Johnson TG, 2011, J TEACH PHYS EDUC, V30, P281, DOI 10.1123/jtpe.30.3.281
JORESKOG KG, 1995, PRELIS PROGRAM MULTI
Kline R.B., 2012, HDB STRUCTURAL EQUAT, P111
Kline R.B., 2010, PRINCIPLES PRACTICE
McBride R. E., 2013, J TEACHING PHYS ED, V32, P220
McDonald RP, 2002, PSYCHOL METHODS, V7, P64, DOI 10.1037//1082-989X.7.1.64
Mouratidis A, 2011, PSYCHOL SPORT EXERC, V12, P355, DOI
10.1016/[Link].2011.03.006
Muthen L. K., 2015, MPLUS COMPREHENSIVE
Nicholls J.G., 1989, COMPETITIVE ETHOS DE
Nicholls J. G., 1989, LEARN INDIVID DIFFER, V1, P63, DOI [10.1016/1041-
6080(89)90010-1, DOI 10.1016/1041-6080(89)90010-1]
Nien CL, 2008, PSYCHOL SPORT EXERC, V9, P352, DOI
10.1016/[Link].2007.05.002
Ntoumanis N, 2001, J SPORT SCI, V19, P397, DOI 10.1080/026404101300149357
Ntoumanis N, 2005, J EDUC PSYCHOL, V97, P444, DOI 10.1037/0022-0663.97.3.444
Ntoumanis N, 2009, J SPORT SCI, V27, P1471, DOI 10.1080/02640410903150459
Rusticus SA, 2006, SEX ROLES, V55, P827, DOI 10.1007/s11199-006-9135-7
RYAN RM, 1989, J PERS SOC PSYCHOL, V57, P749, DOI 10.1037/0022-3514.57.5.749
Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037/0003-066X.55.1.68
RYAN RM, 1989, J EDUC PSYCHOL, V81, P265, DOI 10.1037/0022-0663.81.2.265
Sass DA, 2011, J PSYCHOEDUC ASSESS, V29, P347, DOI 10.1177/0734282911406661
Shen B, 2008, CONTEMP EDUC PSYCHOL, V33, P841, DOI
10.1016/[Link].2007.09.002
Standage M., 2012, ADV MOTIVATION SPORT, P233, DOI DOI 10.5040/
Vandenberg RJ, 2000, ORGAN RES METHODS, V3, P4, DOI 10.1177/109442810031002
Warburton V, 2008, EUR PHYS EDUC REV, V14, P157, DOI 10.1177/1356336X08090704
White S.A., 1998, EUROPEAN J PHYSICAL, V3, P212, DOI [10.1080/1740898980030209,
DOI 10.1080/1740898980030209]
Xiang P, 2004, RES Q EXERCISE SPORT, V75, P71, DOI
10.1080/02701367.2004.10609135
Xiang P, 2011, J EXP EDUC, V79, P295, DOI 10.1080/00220973.2010.486809
NR 43
TC 11
Z9 11
U1 1
U2 25
PU HUMAN KINETICS PUBL INC
PI CHAMPAIGN
PA 1607 N MARKET ST, PO BOX 5076, CHAMPAIGN, IL 61820-2200 USA
SN 0273-5024
EI 1543-2769
J9 J TEACH PHYS EDUC
JI J. Teach. Phys. Educ.
PD JAN
PY 2015
VL 34
IS 1
BP 2
EP 17
DI 10.1123/jtpe.2013-0151
PG 16
WC Education & Educational Research; Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Education & Educational Research; Sport Sciences
GA CE2NH
UT WOS:000351651800001
DA 2022-12-25
ER

PT J
AU Agbuga, B
Xiang, P
McBride, R
AF Agbuga, Bulent
Xiang, Ping
McBride, Ron
TI Achievement Goals and Their Relations to Children's Disruptive Behaviors
in an After-School Physical Activity Program
SO JOURNAL OF TEACHING IN PHYSICAL EDUCATION
LA English
DT Article
DE elementary school children; student behavior; trichotomous achievement
goal model; after-school physical activity program
ID HIERARCHICAL MODEL; STUDENTS REPORTS; EDUCATION; PERSONALITY;
MISBEHAVIOR; MOTIVATION; ABILITY; SPORT
AB This study used a trichotomous achievement goal model to explore and describe
what actually happened in terms of students' achievement goals and disruptive
behaviors in an after-school physical activity program. Participants included 158
students in grades 3-6. They completed questionnaires assessing their achievement
goals and disruptive behaviors. Nine of the participants were also selected and
observed for disruptive behaviors. Students reported higher scores on the mastery
goal than they did on the performance-approach and performance-avoidance goals. The
mastery goal was negatively related to students' self-reported low engagement,
whereas the performance-approach and performance-avoidance goals were positively
related to students' self-reported disruptive behaviors. Overall, findings of the
study provide empirical support for the trichotomous achievement goal model as a
viable theoretical framework in the study of students' disruptive behaviors in
after-school physical activity settings.
C1 [Agbuga, Bulent] Pamukkale Univ, Kinikli Denizli, Turkey.
[Xiang, Ping; McBride, Ron] Texas A&M Univ, College Stn, TX USA.
C3 Pamukkale University; Texas A&M University System; Texas A&M University
College Station
RP Agbuga, B (corresponding author), Pamukkale Univ, Kinikli Denizli, Turkey.
RI Ağbuğa, Bülent/AAD-2022-2022
CR Agbuga B, 2008, J TEACH PHYS EDUC, V27, P179, DOI 10.1123/jtpe.27.2.179
AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
Centers for Disease Control and Prevention (CDC), 1997, MMWR Morb Mortal Wkly
Rep, V46, P1
Bentler P. M., 1989, EQS STRUCTURAL EQUAT
Browne M. W., 1993, TESTING STRUCTURAL E, P136, DOI DOI
10.1177/0049124192021002005
*CDCP, 2006, OV OB
Chen A, 2001, QUEST, V53, P35, DOI 10.1080/00336297.2001.10491729
Conroy DE, 2004, ANXIETY STRESS COPIN, V17, P271, DOI
10.1080/1061580042000191642
Cothran DJ, 2007, RES Q EXERCISE SPORT, V78, P216
Cury F, 2003, BRIT J EDUC PSYCHOL, V73, P529, DOI 10.1348/000709903322591226
Doyle W., 1986, HDB RES TEACHING, V3, P392, DOI DOI 10.1123/JTPE.22.1.69
DWECK CS, 1986, AM PSYCHOL, V41, P1040, DOI 10.1037/0003-066X.41.10.1040
Elliot A.J., 2003, INT J EDUC RES, V39, P339, DOI [10.1016/[Link].2004.06.003,
DOI 10.1016/[Link].2004.06.003]
Elliot AJ, 2002, J PERS SOC PSYCHOL, V82, P804, DOI 10.1037/0022-3514.82.5.804
Elliot AJ, 1999, J PERS SOC PSYCHOL, V76, P628, DOI 10.1037//0022-3514.76.4.628
Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
Ellis J, 1999, J COMMONW LIT, V34, P169
FERNANDEZBALBOA JM, 1991, J TEACH PHYS EDUC, V11, P59, DOI 10.1123/jtpe.11.1.59
Hatcher L., 1994, STEP BY STEP APPROAC
Heimpel SA, 2006, J PERS, V74, P1293, DOI 10.1111/j.1467-6494.2006.00410.x
Hu L T., 1995, STRUCTURAL EQUATION, P76, DOI DOI 10.1080/10705519909540118
Kaplan A, 1999, CONTEMP EDUC PSYCHOL, V24, P330, DOI 10.1006/ceps.1999.0993
Kaplan A, 2002, BRIT J EDUC PSYCHOL, V72, P191, DOI 10.1348/000709902158847
Kulinna P. H., 2003, Measurement in Physical Education and Exercise Science, V7,
P25, DOI 10.1207/S15327841MPEE0701_3
LEE AM, 1995, J TEACH PHYS EDUC, V14, P384, DOI 10.1123/jtpe.14.4.384
Luepker RV, 1996, JAMA-J AM MED ASSOC, V275, P768, DOI 10.1001/jama.275.10.768
McCormack A., 1997, European Physical Education Review, V3, P102, DOI
10.1177/1356336X9700300202
McGregor HA, 2002, J EDUC PSYCHOL, V94, P381, DOI 10.1037//0022-0663.94.2.381
McIver J.P., 1981, QUANTITATIVE APPL SO, V24, P96
 Midgley C, 2001, CONTEMP EDUC PSYCHOL, V26, P61, DOI 10.1006/ceps.2000.1041
Nicholls J.G., 1989, COMPETITIVE ETHOS DE
Nock MK, 2005, COGN BEHAV PRACT, V12, P359, DOI 10.1016/S1077-7229(05)80058-6
Roberts GC., 2001, ADV MOTIVATION SPORT, P1
Shen B, 2007, J EXP EDUC, V75, P89, DOI 10.3200/JEXE.75.2.89-108
Sideridis GD, 2008, REV INT PSYCHOL SOC, V21, P217
Supaporn S, 2003, J TEACH PHYS EDUC, V22, P328, DOI 10.1123/jtpe.22.3.328
Thrash TM, 2002, J PERS, V70, P729
Turner JC, 2002, J EDUC PSYCHOL, V94, P88, DOI 10.1037//0022-0663.94.1.88
Xiang P, 1998, RES Q EXERCISE SPORT, V69, P231, DOI
10.1080/02701367.1998.10607690
Xiang P, 2004, J SCHOOL HEALTH, V74, P220, DOI 10.1111/j.1746-
1561.2004.tb07936.x
Xiang P, 2002, RES Q EXERCISE SPORT, V73, P58, DOI
10.1080/02701367.2002.10608992
NR 41
TC 24
Z9 24
U1 2
U2 21
PU HUMAN KINETICS PUBL INC
PI CHAMPAIGN
PA 1607 N MARKET ST, PO BOX 5076, CHAMPAIGN, IL 61820-2200 USA
SN 0273-5024
EI 1543-2769
J9 J TEACH PHYS EDUC
JI J. Teach. Phys. Educ.
PD JUL
PY 2010
VL 29
IS 3
BP 278
EP 294
DI 10.1123/jtpe.29.3.278
PG 17
WC Education & Educational Research; Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Education & Educational Research; Sport Sciences
GA 654AP
UT WOS:000282140800004
DA 2022-12-25
ER

PT J
AU Jackson, B
Harwood, CG
Grove, JR
AF Jackson, Ben
Harwood, Chris G.
Grove, J. Robert
TI On the Same Page in Sporting Dyads: Does Dissimilarity on 2 x 2
Achievement Goal Constructs Impair Relationship Functioning?
SO JOURNAL OF SPORT & EXERCISE PSYCHOLOGY
LA English
DT Article
DE actor-partner interdependence model; close relationships; relationship
commitment; sport
ID PERCEIVED MOTIVATIONAL CLIMATE; PEER RELATIONSHIPS; EFFICACY BELIEFS;
 STUDENTS ACHIEVEMENT; MARITAL SATISFACTION; MEDIATIONAL ANALYSIS;
ATHLETE DYADS; AVOIDANCE; ORIENTATION; PARTNER
AB This study examined the extent to which 2 x 2 achievement goal constructs
(Elliot, 1999) were associated with key relational perceptions (i.e., relationship
commitment, relationship satisfaction) for members of athlete-athlete dyads. Both
members from 82 regional-level partnerships (mean age = 22.72, SD = 3.83) were
recruited from a variety of dyadic sports (e. g., tennis, badminton, rowing).
Actor-partner interdependence model analyses revealed that greater dissimilarity
between partners on mastery-approach and performance-approach goals was associated
with lower commitment and satisfaction. Mastery goals displayed positive actor
effects with respect to both relationship perceptions, whereas performance-
avoidance goals were negatively related to commitment (i.e., actor and partner
effects) and satisfaction (i.e., partner effect). These results indicate that
achievement goal constructs may align with important interpersonal perceptions in
athlete dyads.
C1 [Jackson, Ben; Grove, J. Robert] Univ Western Australia, Sch Sport Sci Exercise
& Hlth, Crawley, WA, Australia.
[Harwood, Chris G.] Univ Loughborough, Sch Sport Exercise & Hlth Sci,
Loughborough, Leics, England.
C3 University of Western Australia; Loughborough University
RP Jackson, B (corresponding author), Univ Western Australia, Sch Sport Sci
Exercise & Hlth, Crawley, WA, Australia.
RI Jackson, Ben/H-5117-2014; Grove, J. Robert/E-8208-2010
OI Jackson, Ben/0000-0003-0351-8377; Grove, J. Robert/0000-0001-7366-0809;
harwood, chris/0000-0001-9862-824X
CR Adie JW, 2008, J SPORT EXERCISE PSY, V30, P302, DOI 10.1123/jsep.30.3.302
Beauchamp M. R., 2008, GROUP DYNAMICS EXERC, P201
Berger CR, 1975, HUM COMMUN RES, V1, P99, DOI [10.1111/j.1468-
2958.1975.tb00258.x, DOI 10.1111/J.1468-2958.1975.TB00258.X]
BERSCHEID E, 1971, J EXP SOC PSYCHOL, V7, P173, DOI 10.1016/0022-1031(71)90065-5
Boardley ID, 2010, J SPORT EXERCISE PSY, V32, P176, DOI 10.1123/jsep.32.2.176
BUSS DM, 1984, BEHAV GENET, V14, P111, DOI 10.1007/BF01076408
Byrne D., 1971, ATTRACTION PARADIGM, V1st ed.
Cano F, 2009, BRIT J EDUC PSYCHOL, V79, P131, DOI 10.1348/000709908X314928
Clore G. L., 1974, FDN INTERPERSONAL AT, V143, P170, DOI DOI 10.1016/B978-0-12-
362950-0.50013-6
Conroy DE, 2006, J SPORT EXERCISE PSY, V28, P69, DOI 10.1123/jsep.28.1.69
Conroy DE, 2003, J SPORT EXERCISE PSY, V25, P456, DOI 10.1123/jsep.25.4.456
Cook WL, 2005, INT J BEHAV DEV, V29, P101, DOI 10.1080/01650250444000405
Cury F, 2003, BRIT J EDUC PSYCHOL, V73, P529, DOI 10.1348/000709903322591226
Dijkstra P, 2008, J RES PERS, V42, P1500, DOI 10.1016/[Link].2008.06.008
DUDA JL, 1992, J EDUC PSYCHOL, V84, P290, DOI 10.1037/0022-0663.84.3.290
DWECK CS, 1986, AM PSYCHOL, V41, P1040, DOI 10.1037/0003-066X.41.10.1040
Elliot AJ, 1999, EDUC PSYCHOL-US, V34, P169, DOI 10.1207/s15326985ep3403_3
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 2006, J SPORT EXERCISE PSY, V28, P344, DOI 10.1123/jsep.28.3.344
Fincham FD, 2006, CAMBRIDGE HANDBOOK OF PERSONAL RELATIONSHIPS, P579, DOI
10.1017/CBO9780511606632.032
Gable SL, 2006, J PERS, V74, P175, DOI 10.1111/j.1467-6494.2005.00373.x
Gaunt R, 2006, J PERS, V74, P1401, DOI 10.1111/j.1467-6494.2006.00414.x
Godshalk VM, 2003, J VOCAT BEHAV, V63, P417, DOI 10.1016/S0001-8791(02)00038-6
Gonzalez R, 2000, SOCIAL PSYCHOL PERSO, P181
Griffin D, 1999, PERS RELATIONSHIP, V6, P505, DOI 10.1111/j.1475-
6811.1999.tb00206.x
Heider F., 1958, PSYCHOL INTERPERSONA, DOI DOI 10.1037/14200-000
Hirschfeld RR, 2006, J VOCAT BEHAV, V68, P524, DOI 10.1016/[Link].2005.11.004
Hoigaard R, 2007, PSYCHOL REP, V100, P857, DOI 10.2466/PR0.100.3.857-875
Jackson B, 2008, J SPORT EXERCISE PSY, V30, P512, DOI 10.1123/jsep.30.5.512
Jackson B, 2007, J SPORT EXERCISE PSY, V29, P170, DOI 10.1123/jsep.29.2.170
 Jowett S., 2007, Social psychology in sport, P3
Kashy DA, 1995, PSYCHOL ASSESSMENT, V7, P338, DOI 10.1037/1040-3590.7.3.338
Kaye MP, 2008, J SPORT EXERCISE PSY, V30, P110, DOI 10.1123/jsep.30.1.110
Kenny D. A., 2006, DYADIC DATA ANAL
Kenny DA, 1999, PERS RELATIONSHIP, V6, P433, DOI 10.1111/j.1475-
6811.1999.tb00202.x
Leary MR., 2009, HDB INDIVIDUAL DIFFE
Lent RW, 2002, J SOC CLIN PSYCHOL, V21, P256, DOI 10.1521/jscp.21.3.256.22535
Levy I., 2004, SOC PSYCHOL EDUC, V7, P127, DOI
[10.1023/B:SPOE.0000018547.08294.b6, DOI 10.1023/B:SPOE.0000018547.08294.B6, DOI
10.1023/B:SP0E.0000018547.08294.B6]
LOPEZ FG, 1991, J COLL STUDENT DEV, V32, P223
Luo SH, 2005, J PERS SOC PSYCHOL, V88, P304, DOI 10.1037/0022-3514.88.2.304
Luo SH, 2008, J PERS, V76, P1231, DOI 10.1111/j.1467-6494.2008.00520.x
Moller AC, 2006, FOCUS ON EDUCATIONAL PSYCHOLOGY, P307
Montoya RM, 2008, J SOC PERS RELAT, V25, P889, DOI 10.1177/0265407508096700
Morris RL, 2008, J SPORT SCI, V26, P465, DOI 10.1080/02640410701579388
Morry MM, 2005, J SOC PERS RELAT, V22, P561, DOI 10.1177/0265407505054524
Nicholls J.G., 1989, COMPETITIVE ETHOS DE
NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
Nien CL, 2008, PSYCHOL SPORT EXERC, V9, P352, DOI
10.1016/[Link].2007.05.002
Ommundsen Y, 2005, J SPORT SCI, V23, P977, DOI 10.1080/02640410500127975
Roberts G.C., 2007, HDB SPORT PSYCHOL, P3, DOI DOI 10.1002/9781118270011.CH1
Roberts GC, 1996, SCAND J MED SCI SPOR, V6, P46
Robins RW, 2000, J PERS SOC PSYCHOL, V79, P251, DOI 10.1037/0022-3514.79.2.251
Roseth CJ, 2008, PSYCHOL BULL, V134, P223, DOI 10.1037/0033-2909.134.2.223
Rusbult CE, 2006, CAMBRIDGE HANDBOOK OF PERSONAL RELATIONSHIPS, P615, DOI
10.1017/CBO9780511606632.034
SCANLAN TK, 1993, J SPORT EXERCISE PSY, V15, P1, DOI 10.1123/jsep.15.1.1
Sins PHM, 2008, CONTEMP EDUC PSYCHOL, V33, P58, DOI
10.1016/[Link].2006.12.004
Smith AL, 2006, J SPORT SCI, V24, P1315, DOI 10.1080/02640410500520427
Snyder M, 1999, ANNU REV PSYCHOL, V50, P273, DOI 10.1146/[Link].50.1.273
Stoeber J, 2008, PSYCHOL SPORT EXERC, V9, P102, DOI
10.1016/[Link].2007.02.002
Strachman A, 2006, PERS SOC PSYCHOL B, V32, P1446, DOI 10.1177/0146167206291007
Tabachnick B.G., 2007, USING MULTIVARIATE S, VVolume 5, P481
Thelma S., 2008, ADV SPORT PSYCHOL, P157
Umphress EE, 2007, J APPL PSYCHOL, V92, P396, DOI 10.1037/0021-9010.92.2.396
Vazou S, 2005, PSYCHOL SPORT EXERC, V6, P497, DOI
10.1016/[Link].2004.03.005
Wang CKJ, 2007, PSYCHOL SPORT EXERC, V8, P147, DOI
10.1016/[Link].2005.08.012
Wickwire TL, 2004, SPORT PSYCHOL, V18, P381, DOI 10.1123/tsp.18.4.381
Wieselquist J, 1999, J PERS SOC PSYCHOL, V77, P942, DOI 10.1037/0022-
3514.77.5.942
NR 67
TC 8
Z9 8
U1 0
U2 12
PU HUMAN KINETICS PUBL INC
PI CHAMPAIGN
PA 1607 N MARKET ST, PO BOX 5076, CHAMPAIGN, IL 61820-2200 USA
SN 0895-2779
J9 J SPORT EXERCISE PSY
JI J. Sport Exerc. Psychol.
PD DEC
PY 2010
VL 32
IS 6
BP 805
EP 827
DI 10.1123/jsep.32.6.805
PG 23
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA 723VS
UT WOS:000287536000004
PM 21282839
DA 2022-12-25
ER

PT J
AU Fernandez-Rio, J
Cecchini, JA
Mendez-Gimenez, A
AF Fernandez-Rio, Javier
Cecchini, Jose A.
Mendez-Gimenez, Antonio
TI Does Context, Practice or Competition Affect Female Athletes'
Achievement Goal Dominance, Goal Pursuit, Burnout and Motivation?
SO JOURNAL OF HUMAN KINETICS
LA English
DT Article
DE approach; avoidance; team-sports; perceived exertion; recovery
ID SELF-DETERMINATION THEORY; SPANISH VERSION; SPORT; PROFILES; CLIMATE;
GAME; QUESTIONNAIRE; FACILITATION; PREVALENCE; VALIDATION
AB The goal of this study was to assess the effects of two different achievement
sport contexts, practice and competition, on the motivational profile of
professional/semi-professional athletes. Forty-eight Spanish
national/international-level female athletes (basketball = 18; handball = 12;
soccer = 11; volleyball = 7), mean age 25.14 +/- 3.43 years, agreed to participate
in the study. They completed a questionnaire, prior and after training and
competition, to assess achievement goals, achievement goal dominance, goal pursuit,
motivational climate, motivation, burnout and perceived recovery-exertion. Data
analyses revealed that, both in practice and competition, these team-sport athletes
overwhelmingly showed a strong mastery-approach achievement goal in dominance as
well as in pursuit. A significant finding was that this group of
national/international-level, professional/semi-professional athletes not only
adopted a mastery-approach achievement goal, but they also actively pursued it. It
is also remarkable that this profile remained stable at post-tests, even after a
painful defeat in competition, which produced a significant negative effect on the
athletes' burnout (emotional and physical exhaustion and devaluation of sport
participation) and self-determined motivation. As expected, the difference between
total recovery and perceived exertion significantly increased after practice and
competition. National/international-level team-sport professional/semi-professional
female athletes held and pursue stable mastery-approach goal dominance.
C1 [Fernandez-Rio, Javier; Cecchini, Jose A.; Mendez-Gimenez, Antonio] Univ Oviedo,
Fac Teacher Training & Educ, Dept Educ Sci, C Aniceto Sela S-N,Despacho 219, Oviedo
33005, Spain.
C3 University of Oviedo
RP Fernandez-Rio, J (corresponding author), Univ Oviedo, Fac Teacher Training &
Educ, Dept Educ Sci, C Aniceto Sela S-N,Despacho 219, Oviedo 33005, Spain.
EM [Link]@[Link]
RI Fernandez-Rio, Javier/H-9529-2015; Estrada, Jose Antonio
Cecchini/F-3881-2016; Méndez-Giménez, Antonio/H-8414-2015
OI Estrada, Jose Antonio Cecchini/0000-0003-4098-1029;
CR Arce C, 2010, PSICOTHEMA, V22, P250
Baltes P. B., 1993, SUCCESSFUL AGING PER, P1, DOI [10.1017/CBO9780511665684.003,
DOI 10.1017/CBO9780511665684.003]
BORG GAV, 1982, MED SCI SPORT EXER, V14, P377, DOI 10.1249/00005768-198205000-
00012
Castillo I, 2011, REV PSICOL DEPORTE, V20, P149
Conroy DE, 2003, J SPORT EXERCISE PSY, V25, P456, DOI 10.1123/jsep.25.4.456
Deci E. L., 1985, INTRINSIC MOTIVATION
Duda JL, 2001, ADV MOTIVATION THEOR, P27
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Emmons R. A., 1996, PSYCHOL ACTION LINKI, P313
Fernandez-Rio J, 2014, EUR J SPORT SCI, V14, P265, DOI
10.1080/17461391.2013.819383
Coll DGC, 2008, PSICOTHEMA, V20, P642
Goodger K, 2007, SPORT PSYCHOL, V21, P127, DOI 10.1123/tsp.21.2.127
Gould D, 1996, QUEST, V48, P275, DOI 10.1080/00336297.1996.10484197
Guay F, 2000, MOTIV EMOTION, V24, P175, DOI 10.1023/A:1005614228250
Gustafsson H, 2007, SPORT PSYCHOL, V21, P21, DOI 10.1123/tsp.21.1.21
Gustafsson H, 2011, INT REV SPORT EXER P, V4, P3, DOI
10.1080/1750984X.2010.541927
Hambleton R.K., 2005, ADAPTING ED PSYCHOL, P7
Henderson B, 2015, J SPORT SCI MED, V14, P494
Kellmann, 2002, ENHANCING RECOVERY P, P25
Kellmann M, 2001, SPORT PSYCHOL, V15, P151, DOI 10.1123/tsp.15.2.151
Kentta G, 1998, SPORTS MED, V26, P1
Lemyre PN, 2006, J SPORT EXERCISE PSY, V28, P32, DOI 10.1123/jsep.28.1.32
Li CX, 2013, PSYCHOL SPORT EXERC, V14, P692, DOI
10.1016/[Link].2013.04.009
Linnenbrink-Garcia L, 2008, REV INT PSYCHOL SOC, V21, P19
Lonsdale C, 2009, J SPORT SCI, V27, P785, DOI 10.1080/02640410902929366
Martin-Albo J, 2009, SPAN J PSYCHOL, V12, P799, DOI 10.1017/S113874160000216X
Mendez-Gimenez A, 2014, SPAN J PSYCHOL, V17, P1
Moreira A, 2012, J STRENGTH COND RES, V26, P861, DOI
10.1519/JSC.0b013e31822645e9
Morgan WP, 1976, HUMANISTIC MENTAL HL, P126
Newton M, 2000, J SPORT SCI, V18, P275, DOI 10.1080/026404100365018
NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
Ntoumanis N, 2001, J SPORT SCI, V19, P397, DOI 10.1080/026404101300149357
Raedeke TD, 1997, J SPORT EXERCISE PSY, V19, P396, DOI 10.1123/jsep.19.4.396
Raedeke TD, 2001, J SPORT EXERCISE PSY, V23, P281, DOI 10.1123/jsep.23.4.281
Riediger M, 2005, J GERONTOL B-PSYCHOL, V60, pP84, DOI 10.1093/geronb/60.2.P84
Rogalski B, 2013, J SCI MED SPORT, V16, P499, DOI 10.1016/[Link].2012.12.004
Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037/0003-066X.55.1.68
Silva J.M., 1990, J APPL SPORT PSYCHOL, V2, P5, DOI [DOI
10.1080/10413209008406417, 10.1080/10413209008406417]
van de Pol PKC, 2012, SPORT EXERC PERFORM, V1, P91, DOI 10.1037/a0025967
van de Pol PKC, 2012, PSYCHOL SPORT EXERC, V13, P491, DOI
10.1016/[Link].2011.12.002
van de Pol PKC, 2011, PSYCHOL SPORT EXERC, V12, P176, DOI
10.1016/[Link].2010.09.005
van Yperen NW, 2008, EUR J SOC PSYCHOL, V38, P260, DOI 10.1002/ejsp.425
Van Yperen NW, 2006, PERS SOC PSYCHOL B, V32, P1432, DOI
10.1177/0146167206292093
Van Yperen NW, 2013, J ECON PSYCHOL, V38, P71, DOI 10.1016/[Link].2012.08.013
Van Yperen NW, 2011, BRIT J MANAGE, V22, pS5, DOI 10.1111/j.1467-
8551.2010.00702.x
Vansteenkiste M, 2014, J SPORT EXERCISE PSY, V36, P131, DOI 10.1123/jsep.2012-
0271
Wiese BS, 2000, J VOCAT BEHAV, V57, P273, DOI 10.1006/jvbe.2000.1752
Williams L, 1998, RES Q EXERCISE SPORT, V69, P47, DOI
10.1080/02701367.1998.10607666
Zimmerman BJ, 2008, AM EDUC RES J, V45, P166, DOI 10.3102/0002831207312909
NR 49
TC 8
Z9 8
U1 1
U2 13
PU DE GRUYTER POLAND SP ZOO
PI WARSAW
PA BOGUMILA ZUGA 32A STR., 01-811 WARSAW, POLAND
SN 1640-5544
EI 1899-7562
J9 J HUM KINET
JI J. Hum. Kinet.
PD OCT
PY 2017
VL 59
IS 1
BP 91
EP 105
DI 10.1515/hukin-2017-0150
PG 15
WC Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Sport Sciences
GA FQ2QM
UT WOS:000418201500009
PM 29134051
OA Green Submitted, Green Published, gold
DA 2022-12-25
ER

PT J
AU Gimeno, F
Garcia-Mas, A
AF Gimeno, F.
Garcia-Mas, A.
TI Motivation in the teaching of Physical Education according to the
Achievement Goal Theory: methodological considerations
SO QUALITY & QUANTITY
LA English
DT Article
DE Physical Education; Motivation; Achievement Goal Theory; Motivational
Profiles; Psychological Assessment
ID GRIFFITH ADDRESS; CLIMATE; SPORT; SATISFACTION; PERCEPTIONS; PROFILES;
STUDENTS; ABILITY; MYTHS; TASK
AB The present study shows how the evaluation of sport motivation according to
Achievement Goal Theory is different if the criteria used are predominant goal
orientation or motivational profile combination, as well as presenting its
relationship with other variables such as the amount of sport practise or the level
of competition and success achieved. Seventy two men and women participated, all
students of Physical Educational and Sport Science, completing the Questionnaire on
Motivational Orientation in Sport ((Guivernau and Duda, Revista de Psicologia del
Deporte, 5, 1994) a Spanish adaptation of the Task and Ego Orientation in Sport
Questionnaire, TEOSQ, (Duda, J Sport Exerc Psychol, 11, 1989)). The results showed
the existence of different motivational relationships with variables of the
practise of sport, depending on the type of profile used. Finally, the practical
implications of these findings are discussed with respect to the motivational
climate generated in the teaching of Physical Education.
C1 [Gimeno, F.] Univ Zaragoza, Dept Psicol & Sociol, Zaragoza 50005, Spain.
[Garcia-Mas, A.] Univ Balearic Isl, Palma de Mallorca, Spain.
C3 University of Zaragoza; Universitat de les Illes Balears
RP Gimeno, F (corresponding author), Univ Zaragoza, Dept Psicol & Sociol, C Dr
Cerrada 1-3, Zaragoza 50005, Spain.
EM fgimeno@[Link]
RI Garcia-Mas, Alexandre/AAB-5955-2021; Marco, Fernando Gimeno/C-5983-2011
OI Marco, Fernando Gimeno/0000-0001-7907-6611
CR Auweele Y, 1993, HDB RES SPORT PSYCHO
Boixados M, 2004, J APPL SPORT PSYCHOL, V16, P301, DOI 10.1080/10413200490517977
BUCETA JM, 1998, PSICOLOGIA ENTRENAMI, P268
CASHMORE E, 2002, SPORT PSYCHOL KEY CO, P124
Cervello E. M., 2000, REV PSICOL DEPORTE, V9, P51
Cervello Gimeno E., 1999, REV PSICOL DEPORTE, V8, P7
Deci E. L., 1985, INTRINSIC MOTIVATION
Duda J., 1998, ADV SPORT EXERCISE P, P21
Duda J. L., 2001, ADV MOTIVATION SPORT, P129, DOI DOI 10.1007/978-1-4899-2271-7
DUDA JL, 1992, MOTIVATION IN SPORT AND EXERCISE, P57
Duda JL, 1997, J APPL SPORT PSYCHOL, V9, P303, DOI 10.1080/10413209708406489
DUDA JL, 1989, J SPORT EXERCISE PSY, V11, P318, DOI 10.1123/jsep.11.3.318
FLEMING KK, 1995, THESIS U KANSAS
Garcia-Calvo T., 2005, REV PSICOL DEPORTE, V14, P21
GARCIAMAS A, 1999, 7 C NAC PSIC ACT FIS, P323
GUIVERNAU M, 1994, REV PSICOL DEPORTE, V5, P31
Hanrahan S.J., 2005, REV PSICOL DEPORTE, V14, P43
Hanrahan SJ., 2002, EUR J SPORT SCI, V2, P1, DOI DOI 10.1080/17461390200072502
Harackiewicz JM, 2002, J EDUC PSYCHOL, V94, P638, DOI 10.1037//0022-
0663.94.3.638
Harackiewicz JM, 1998, EDUC PSYCHOL, V33, P1, DOI 10.1207/s15326985ep3301_1
Hardy L, 1997, J APPL SPORT PSYCHOL, V9, P277, DOI 10.1080/10413209708406487
Harwood C, 2004, J APPL SPORT PSYCHOL, V16, P318, DOI 10.1080/10413200490517986
Martinelli A, 2003, SOCIOLOGIA-BRATISLAV, V35, P5
Nicholls J.G., 1989, COMPETITIVE ETHOS DE
NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
NICHOLLS JG, 1984, RES MOTIVATION ED ST, V1
Nunnally J., 1978, PSYCHOMETRIC THEORY
Papaioannou A, 2004, J SPORT EXERCISE PSY, V26, P90, DOI 10.1123/jsep.26.1.90
Regnier G., 1993, HDB RES SPORTS PSYCH
Roberts GC, 2001, ADV MOTIVATION SPORT
Sanchez-Miguel E, 2001, Span J Psychol, V4, P182
Saris WE, 2007, QUAL QUANT, V41, P55, DOI 10.1007/s11135-005-3956-2
Tollefson N, 2000, EDUC PSYCHOL REV, V12, P63, DOI 10.1023/A:1009085017100
Treasure DC, 2001, RES Q EXERCISE SPORT, V72, P165, DOI
10.1080/02701367.2001.10608946
WEINBERG RS, 1996, FUNDAMENTOS PSICOLOG, P367
Weiss M.R., 2002, ADV SPORT PSYCHOL, V2nd ed., P101
White SA, 1998, SPORT PSYCHOL, V12, P16, DOI 10.1123/tsp.12.1.16
NR 37
TC 4
Z9 4
U1 0
U2 33
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0033-5177
J9 QUAL QUANT
JI Qual. Quant.
PD APR
PY 2010
VL 44
IS 3
BP 583
EP 593
DI 10.1007/s11135-008-9217-4
PG 11
WC Social Sciences, Interdisciplinary; Statistics & Probability
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Mathematics
GA 571KI
UT WOS:000275750300014
DA 2022-12-25
ER

PT J
AU Wilhelmsen, T
Sorensen, M
Seippel, ON
AF Wilhelmsen, Terese
Sorensen, Marit
Seippel, Ornulf N.
TI Motivational Pathways to Social and Pedagogical Inclusion in Physical
Education
SO ADAPTED PHYSICAL ACTIVITY QUARTERLY
LA English
DT Article
DE achievement-goal theory; children with disabilities; inclusive
education; QCA; self-determination theory
ID SELF-DETERMINATION; ACHIEVEMENT GOAL; CHILDREN; CLIMATE; DISABILITIES;
BEHAVIORS; AUTONOMY; MASTERY; QCA
AB This article is focused on how combinations of motivational attributes and
motivational climates support social and pedagogical inclusion in physical
education among children with disabilities. Theoretically, the authors integrate
tenets from achievement-goal theory and self-determination theory. To capture the
motivational complexity underlying children's experiences of inclusion in physical
education, they use a 2-step fuzzy qualitative comparative analysis. The analyses
of contextual conditions yielded 2 sufficient inclusion-supportive climates, namely
a physically inclusive and mastery-oriented climate or a physical inclusive,
autonomy-supportive, and low performance-oriented climate. The configurations of
motivational attributes in the inclusion-supportive climates indicated 4 sufficient
pathways to social and pedagogical inclusion. The path with the largest coverage of
children was in the physically inclusive and mastery-oriented climate and
represented children who were task and ego oriented and low on amotivation and
experienced satisfaction of the need for autonomy, competence, and relatedness.
C1 [Wilhelmsen, Terese; Sorensen, Marit; Seippel, Ornulf N.] Norwegian Sch Sport
Sci, Oslo, Norway.
C3 Norwegian School of Sport Sciences
RP Wilhelmsen, T (corresponding author), Norwegian Sch Sport Sci, Oslo, Norway.
EM [Link]@[Link]
CR AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
Booth T., 2002, INDEX INCLUSION
Braithwaite R, 2011, PSYCHOL SPORT EXERC, V12, P628, DOI
10.1016/[Link].2011.06.005
Cooper B, 2011, INT J SOC RES METHOD, V14, P31, DOI 10.1080/13645579.2010.483079
Cox A, 2008, J SPORT EXERCISE PSY, V30, P222, DOI 10.1123/jsep.30.2.222
Dalen M, 1994, SA LANGT ER MULIG FO
Deci E.L., 2004, HDB SELF DETERMINATI
Deci EL, 2000, PSYCHOL INQ, V11, P227, DOI 10.1207/S15327965PLI1104_01
Duda J. L, 2007, INTRINSIC MOTIVATION
Duda JL, 2013, INT J SPORT EXERC PS, V11, P311, DOI 10.1080/1612197X.2013.839414
Dunn JC, 2006, ADAPT PHYS ACT Q, V23, P293, DOI 10.1123/apaq.23.3.293
Dusa A, 2007, J BUS RES, V60, P576, DOI 10.1016/[Link].2007.01.002
Epstein J. L, 1987, 6 J HOPK U
Farholm A, 2018, MOTIVATIONAL C UNPUB
Fitzgerald H., 2005, Physical Education and Sport Pedagogy, V10, P41, DOI
10.1080/1740898042000334908
GOUDAS M, 1994, BRIT J EDUC PSYCHOL, V64, P453, DOI 10.1111/j.2044-
8279.1994.tb01116.x
GROLNICK WS, 1987, J PERS SOC PSYCHOL, V52, P890, DOI 10.1037/0022-3514.52.5.890
Hastie PA, 2013, SPORT EDUC SOC, V18, P38, DOI 10.1080/13573322.2012.701203
Hein V, 2007, INTRINSIC MOTIVATION, P127
Jaakkola T, 2015, J SPORT SCI MED, V14, P477
Klavina A, 2008, ADAPT PHYS ACT Q, V25, P132, DOI 10.1123/apaq.25.2.132
Mageau GA, 2003, J SPORT SCI, V21, P883, DOI 10.1080/0264041031000140374
Nicholls J., 1989, COMPETITIVE ETHOS DE
NICHOLLS JG, 1979, AM PSYCHOL, V34, P1071, DOI 10.1037/0003-066X.34.11.1071
Ntoumanis N, 1999, SCAND J MED SCI SPOR, V9, P315
Obrusnikova I, 2012, J TEACH PHYS EDUC, V31, P311, DOI 10.1123/jtpe.31.4.311
Ommundsen Y, 2007, SCAND J EDUC RES, V51, P385, DOI 10.1080/00313830701485551
Pan CY, 2011, RES AUTISM SPECT DIS, V5, P733, DOI 10.1016/[Link].2010.08.007
Parish LE, 2003, RES Q EXERCISE SPORT, V74, P173, DOI
10.1080/02701367.2003.10609079
Ragin C.C., 2008, REDESIGNING SOCIAL I, P190, DOI DOI
10.7208/CHICAGO/9780226702797.001.0001
ROBERTS GC, 2012, ADV MOTIVATION SPORT, V3, P5, DOI DOI
10.5040/[Link]-001
Schneider CQ, 2006, EUR J POLIT RES, V45, P751, DOI 10.1111/j.1475-
6765.2006.00635.x
Seymour H, 2009, ADAPT PHYS ACT Q, V26, P201, DOI 10.1123/apaq.26.3.201
Shakespeare T., 2006, DISABILITY RIGHTS WR
Skaaning SE, 2011, SOCIOL METHOD RES, V40, P391, DOI 10.1177/0049124111404818
Spencer-Cavaliere N, 2010, ADAPT PHYS ACT Q, V27, P275, DOI
10.1123/apaq.27.4.275
Spray CM, 2006, EUR J SPORT SCI, V6, P43, DOI 10.1080/17461390500422879
Standage M, 2006, RES Q EXERCISE SPORT, V77, P100, DOI
10.5641/027013606X13080769704046
Standage M, 2003, J EDUC PSYCHOL, V95, P97, DOI 10.1037/0022-0663.95.1.97
Tabachnick B.G., 2001, USING MULTIVARIATE S, V4th ed.
Thiem A., 2013, QUALITATIVE COMP ANA
Valentini NC, 2004, ADAPT PHYS ACT Q, V21, P330, DOI 10.1123/apaq.21.4.330
van Buuren S, 2011, J STAT SOFTW, V45, P1
Van den Berghe L, 2014, PHYS EDUC SPORT PEDA, V19, P97, DOI
10.1080/17408989.2012.732563
Wilhelmsen T, 2017, ADAPT PHYS ACT Q, V34, P311, DOI 10.1123/apaq.2016-0017
NR 45
TC 9
Z9 9
U1 4
U2 18
PU HUMAN KINETICS PUBL INC
PI CHAMPAIGN
PA 1607 N MARKET ST, PO BOX 5076, CHAMPAIGN, IL 61820-2200 USA
SN 0736-5829
EI 1543-2777
J9 ADAPT PHYS ACT Q
JI Adapt. Phys. Act. Q.
PD JAN
PY 2019
VL 36
IS 1
BP 19
EP 41
DI 10.1123/apaq.2018-0019
PG 23
WC Rehabilitation; Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Rehabilitation; Sport Sciences
GA HG2KG
UT WOS:000454791300002
PM 30525925
OA Green Published, Bronze
DA 2022-12-25
ER

PT J
AU Almagro, BJ
Saenz-Lopez, P
Moreno-Murcia, JA
Spray, C
AF Almagro, Bartolome J.
Saenz-Lopez, Pedro
Moreno-Murcia, Juan A.
Spray, Chris
TI Motivational Factors in Young Spanish Athletes: A Qualitative Focus
Drawing From Self-Determination Theory and Achievement Goal Perspectives
SO SPORT PSYCHOLOGIST
LA English
DT Article
DE self-determination; goal achievement; autonomy support; psychological
needs; motivation; sport
ID YOUTH SPORT; PHYSICAL-EDUCATION; NEED SATISFACTION; AUTONOMY SUPPORT;
INTRINSIC MOTIVATION; PERCEIVED COMPETENCE; PEER INFLUENCES; SOCCER
PLAYERS; SOCIAL GOALS; CLIMATE
AB This study qualitatively examined how athletes perceive their coach's support
for autonomy, as well as athletes' motivation, satisfaction of basic psychological
needs, and the 2 x 2 achievement goal framework of young Spanish athletes. Fifteen
Spanish athletes (six females and nine males) between 13 and 16 years of age were
interviewed from various sporting contexts. Content analysis of the interviews
revealed: the coexistence of various types of motivation for the practice of these
sports by the athletes that were interviewed; the presence of integrated regulation
among some of these young athletes; the importance of autonomy support and the
satisfaction of basic psychological needs for motivation and athletic commitment.
The results are discussed on the basis of self-determination and achievement goal
theory. Strategies are proposed for improving motivation and adherence to athletic
practice in young athletes.
C1 [Almagro, Bartolome J.] CEU Cardenal Spinola, Dept Sport, Bormujos, Spain.
[Saenz-Lopez, Pedro] Univ Huelva, Dept Phys Educ Mus & Visual Plast Arts,
Huelva, Spain.
[Moreno-Murcia, Juan A.] Miguel Hernandez Univ Elche, Dept Hlth Psychol, Elche,
Spain.
[Spray, Chris] Univ Loughborough, Sch Sport Exercise & Hlth Sci, Loughborough,
Leics, England.
C3 Universidad de Huelva; Universidad Miguel Hernandez de Elche;
Loughborough University
RP Almagro, BJ (corresponding author), CEU Cardenal Spinola, Dept Sport, Bormujos,
Spain.
EM balmagro@[Link]
RI Almagro, Bartolomé J./B-6709-2011; Moreno-Murcia, Juan-Antonio
A/D-6890-2019; Murcia, Juan Antonio Moreno/M-3670-2019; Saenz-Lopez
Bunuel, Pedro/H-6918-2015
OI Almagro, Bartolomé J./0000-0002-0807-5694; Moreno-Murcia, Juan-Antonio
A/0000-0002-6912-4859; Murcia, Juan Antonio Moreno/0000-0002-6912-4859;
Saenz-Lopez Bunuel, Pedro/0000-0002-2979-5842
CR Adie JW, 2008, MOTIV EMOTION, V32, P189, DOI 10.1007/s11031-008-9095-z
Allen JB, 2003, J SPORT EXERCISE PSY, V25, P551, DOI 10.1123/jsep.25.4.551
Almagro BJ, 2010, J SPORT SCI MED, V9, P8
Balaguer I, 2008, REV PSICOL DEPORTE, V17, P123
Bartholomew KJ, 2011, J SPORT EXERCISE PSY, V33, P75, DOI 10.1123/jsep.33.1.75
Bengoechea EG, 2007, PSYCHOL SPORT EXERC, V8, P195, DOI
10.1016/[Link].2006.03.004
Bortoli L, 2011, J SPORT SCI, V29, P171, DOI 10.1080/02640414.2010.530675
Castillo I, 2011, REV PSICOL DEPORTE, V20, P149
Conroy DE, 2007, PSYCHOL SPORT EXERC, V8, P671, DOI
10.1016/[Link].2006.12.001
Deci E. L., 1985, INTRINSIC MOTIVATION
Deci EL, 2000, PSYCHOL INQ, V11, P227, DOI 10.1207/S15327965PLI1104_01
Dweck's, 2005, HDB COMPETENCE MOTIV, P52
Edmunds J, 2008, EUR J SOC PSYCHOL, V38, P375, DOI 10.1002/ejsp.463
Elliot A.J., 2005, SPORT EXERCISE PSYCH, V1, P17
Elliot AJ, 1999, EDUC PSYCHOL-US, V34, P169, DOI 10.1207/s15326985ep3403_3
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Fraser-Thomas J, 2008, PSYCHOL SPORT EXERC, V9, P645, DOI
10.1016/[Link].2007.08.003
Calvo TG, 2010, SPAN J PSYCHOL, V13, P677, DOI 10.1017/S1138741600002341
Gillet N, 2009, MOTIV EMOTION, V33, P49, DOI 10.1007/s11031-008-9115-z
Gillison F, 2009, PSYCHOL SPORT EXERC, V10, P309, DOI
10.1016/[Link].2008.10.004
Gonzalez-Cutre D, 2009, J TEACH PHYS EDUC, V28, P422, DOI 10.1123/jtpe.28.4.422
Guan JM, 2006, J TEACH PHYS EDUC, V25, P58, DOI 10.1123/jtpe.25.1.58
Hodge K, 2009, SPORT PSYCHOL, V23, P186, DOI 10.1123/tsp.23.2.186
Keegan R, 2010, J APPL SPORT PSYCHOL, V22, P87, DOI 10.1080/10413200903421267
Keegan RJ, 2009, PSYCHOL SPORT EXERC, V10, P361, DOI
10.1016/[Link].2008.12.003
LECOMPTE MD, 1982, REV EDUC RES, V52, P31, DOI 10.2307/1170272
Lonsdale C, 2008, J SPORT EXERCISE PSY, V30, P323, DOI 10.1123/jsep.30.3.323
Mallett CJ, 2004, PSYCHOL SPORT EXERC, V5, P183, DOI 10.1016/S1469-
0292(02)00043-2
Mallett C, 2007, PSYCHOL SPORT EXERC, V8, P600, DOI
10.1016/[Link].2006.12.005
Maxwell JA, 2010, QUAL INQ, V16, P475, DOI 10.1177/1077800410364740
McDonough MH, 2007, J SPORT EXERCISE PSY, V29, P645, DOI 10.1123/jsep.29.5.645
Moreno JA, 2010, PSYCHOL SPORT EXERC, V11, P542, DOI
10.1016/[Link].2010.06.003
Mouratidis A, 2010, J SPORT EXERCISE PSY, V32, P619, DOI 10.1123/jsep.32.5.619
Nicholls J.G., 1989, COMPETITIVE ETHOS DE
Nien CL, 2008, PSYCHOL SPORT EXERC, V9, P352, DOI
10.1016/[Link].2007.05.002
Ommundsen Y, 2010, INT J SPORT PSYCHOL, V41, P216
 Patton M, 2015, UTILIZATION FOCUSED, VFourth
PELLETIER LG, 1995, J SPORT EXERCISE PSY, V17, P35, DOI 10.1123/jsep.17.1.35
Pelletier LG, 2001, MOTIV EMOTION, V25, P279, DOI 10.1023/A:1014805132406
Reinboth M, 2006, PSYCHOL SPORT EXERC, V7, P269, DOI
10.1016/[Link].2005.06.002
Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037/0003-066X.55.1.68
Smith RE, 2007, J SPORT EXERCISE PSY, V29, P39, DOI 10.1123/jsep.29.1.39
Standage M, 2003, J SPORT SCI, V21, P631, DOI 10.1080/0264041031000101962
Thogersen-Ntoumani C, 2006, J SPORT SCI, V24, P393, DOI
10.1080/02640410500131670
Thogersen-Ntoumani C, 2007, J HEALTH PSYCHOL, V12, P301, DOI
10.1177/1359105307074267
Thomas J.R., 2011, RES METHODS PHYS ACT, Vsixth
Urich-French S, 2009, J SPORT EXERCISE PSY, V31, P358, DOI 10.1123/jsep.31.3.358
Vallerand R. J., 2001, HDB SPORT PSYCHOL, V2nd, P389, DOI DOI
10.4135/9781483332222.N163
Vazou S, 2006, PSYCHOL SPORT EXERC, V7, P215, DOI
10.1016/[Link].2005.08.007
Vazou S, 2005, PSYCHOL SPORT EXERC, V6, P497, DOI
10.1016/[Link].2004.03.005
Vlachopoulos SP, 2000, RES Q EXERCISE SPORT, V71, P387, DOI
10.1080/02701367.2000.10608921
Wall M., 2007, Physical Education and Sport Pedagogy, V12, P77, DOI
10.1080/17408980601060358
NR 52
TC 15
Z9 17
U1 4
U2 82
PU HUMAN KINETICS PUBL INC
PI CHAMPAIGN
PA 1607 N MARKET ST, PO BOX 5076, CHAMPAIGN, IL 61820-2200 USA
SN 0888-4781
EI 1543-2793
J9 SPORT PSYCHOL
JI Sport Psychol.
PD MAR
PY 2015
VL 29
IS 1
BP 15
EP 28
DI 10.1123/tsp.2013-0045
PG 14
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA CG7VZ
UT WOS:000353515500002
DA 2022-12-25
ER

PT J
AU Vansteenkiste, M
Mouratidis, A
Van Riet, T
Lens, W
AF Vansteenkiste, Maarten
Mouratidis, Athanasios
Van Riet, Thomas
Lens, Willy
TI Examining Correlates of Game-to-Game Variation in Volleyball Players'
Achievement Goal Pursuit and Underlying Autonomous and Controlling
Reasons
SO JOURNAL OF SPORT & EXERCISE PSYCHOLOGY
LA English
DT Article
DE achievement goals; autonomous and controlled motivation;
self-determination theory; moral behavior
ID SELF-DETERMINATION THEORY; COMPETITION APPRAISALS; INTRINSIC MOTIVATION;
PERFORMANCE-APPROACH; ANTISOCIAL-BEHAVIOR; SPORT; TASK; ORIENTATIONS;
SATISFACTION; INDIVIDUALS
AB In the current study we aimed to examine the antecedents and outcomes associated
with the variability in competitive volleyball players' (N = 67; M-age = 19.45; SD
= 5.13) situational achievement goal pursuit and its underlying autonomous and
controlling reasons. Players were followed during six consecutive games and data
were analyzed through multilevel modeling. Players' dominant contextual goal
pursuit reported at the onset Of the study related to their situational (i.e.,
game-specific) goal pursuit. Further, variation in game-to-game mastery-approach
goal pursuit, as compared with the pursuit of other achievement goals, related to
variation in prosocial behavior. Finally, autonomous reasons underlying situational
mastery-approach goal pursuit related positively to games-specific prosocial
behavior, enjoyment, and performance satisfaction. The discussion emphasizes the
necessity to study players' game-to-game motivational dynamics and the reasons
underlying players' achievement goal pursuit.
C1 [Vansteenkiste, Maarten; Van Riet, Thomas] Univ Ghent, Ghent, Belgium.
[Mouratidis, Athanasios; Lens, Willy] Univ Leuven, Louvain, Belgium.
[Mouratidis, Athanasios] Hacettepe Univ, Ankara, Turkey.
[Lens, Willy] Univ Orange Free State, Bloemfontein, South Africa.
C3 Ghent University; KU Leuven; Hacettepe University; University of the
Free State
RP Vansteenkiste, M (corresponding author), Univ Ghent, Ghent, Belgium.
RI Vansteenkiste, Maarten/ABF-2193-2020; Mouratidis, Athanasios/I-2902-2013
OI Mouratidis, Athanasios/0000-0003-0325-8077
CR Adie JW, 2008, J SPORT EXERCISE PSY, V30, P302, DOI 10.1123/jsep.30.3.302
Adie JW, 2010, J SPORT EXERCISE PSY, V32, P555, DOI 10.1123/jsep.32.4.555
Assor A, 2009, J EDUC PSYCHOL, V101, P482, DOI 10.1037/a0014236
Balaguer I, 1999, SCAND J MED SCI SPOR, V9, P381
Barkoukis V, 2007, BRIT J EDUC PSYCHOL, V77, P683, DOI 10.1348/000709906X171901
Barkoukis V, 2011, PSYCHOL SPORT EXERC, V12, P205, DOI
10.1016/[Link].2010.10.003
Barron KE, 2001, J PERS SOC PSYCHOL, V80, P706, DOI 10.1037//0022-3514.80.5.706
Boardley ID, 2012, J SPORT EXERCISE PSY, V34, P503, DOI 10.1123/jsep.34.4.503
Brophy J, 2005, EDUC PSYCHOL-US, V40, P167, DOI 10.1207/s15326985ep4003_3
Conroy DE, 2003, J SPORT EXERCISE PSY, V25, P456, DOI 10.1123/jsep.25.4.456
Cury F, 2003, BRIT J EDUC PSYCHOL, V73, P529, DOI 10.1348/000709903322591226
Deci EL, 2008, CAN PSYCHOL, V49, P182, DOI 10.1037/a0012801
Deci EL, 2000, PSYCHOL INQ, V11, P227, DOI 10.1207/S15327965PLI1104_01
DECI EL, 1981, PERS SOC PSYCHOL B, V7, P79, DOI 10.1177/014616728171012
Dewar AJ, 2011, PSYCHOL SPORT EXERC, V12, P525, DOI
10.1016/[Link].2011.05.005
DUDA JL, 1992, J EDUC PSYCHOL, V84, P290, DOI 10.1037/0022-0663.84.3.290
Dweck's, 2005, HDB COMPETENCE MOTIV, P52
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 2001, EDUC PSYCHOL REV, V13, P139, DOI 10.1023/A:1009057102306
Elliot AJ, 2008, J EDUC PSYCHOL, V100, P613, DOI 10.1037/0022-0663.100.3.613
 Elliot AJ, 2011, J EDUC PSYCHOL, V103, P632, DOI 10.1037/a0023952
Gagne M, 2003, J APPL SPORT PSYCHOL, V15, P372, DOI 10.1080/714044203
Gaudreau P, 2012, LEARN INDIVID DIFFER, V22, P827, DOI
10.1016/[Link].2012.06.006
Gaudreau P, 2010, J SPORT EXERCISE PSY, V32, P298, DOI 10.1123/jsep.32.3.298
Gernigon C, 2004, J SPORT EXERCISE PSY, V26, P572, DOI 10.1123/jsep.26.4.572
Gillet N, 2014, BRIT J SOC PSYCHOL, V53, P154, DOI 10.1111/bjso.12018
Hagger M. S., 2007, INTRINSIC MOTIVATION
Harwood C, 2002, J APPL SPORT PSYCHOL, V14, P106, DOI 10.1080/10413200252907770
Haslam N, 2006, PERS SOC PSYCHOL REV, V10, P252, DOI 10.1207/s15327957pspr1003_4
Hodge K, 2011, J SPORT EXERCISE PSY, V33, P527, DOI 10.1123/jsep.33.4.527
Hulleman CS, 2010, PSYCHOL BULL, V136, P422, DOI 10.1037/a0018947
Kavussanu M, 2003, J SPORT EXERCISE PSY, V25, P501, DOI 10.1123/jsep.25.4.501
Kavussanu M, 2009, J SPORT SCI, V27, P1281, DOI 10.1080/02640410903229287
Kavussanu M, 2009, J SPORT EXERCISE PSY, V31, P97, DOI 10.1123/jsep.31.1.97
MCAULEY E, 1989, RES Q EXERCISE SPORT, V60, P48, DOI
10.1080/02701367.1989.10607413
Mouratidis A, 2010, J SPORT EXERCISE PSY, V32, P619, DOI 10.1123/jsep.32.5.619
Nezlek JB., 2007, HDB RES METHODS PERS, P502
NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
Ntoumanis N, 2009, THEORY RES EDUC, V7, P194, DOI 10.1177/1477878509104324
Ntoumanis N, 2009, J SPORT SCI, V27, P1471, DOI 10.1080/02640410903150459
Ommundsen Y, 2004, J APPL SPORT PSYCHOL, V16, P183, DOI
10.1080/10413200490437660
Roberts GC, 1998, J SPORT SCI, V16, P337, DOI 10.1080/02640419808559362
Roberts GC., 2001, ADV MOTIVATION SPORT, P1
Schantz LH, 2009, J RES PERS, V43, P472, DOI 10.1016/[Link].2009.02.002
Snijders T.A.B., 2012, MULTILEVEL ANAL INTR, V2nd
Standage M, 2005, MOTIV EMOTION, V29, P41, DOI 10.1007/s11031-005-4415-z
Swain ABJ, 1996, J SPORT SCI, V14, P111, DOI 10.1080/02640419608727693
Treasure DC, 2001, J SPORT EXERCISE PSY, V23, P317, DOI 10.1123/jsep.23.4.317
van de Pol PKC, 2012, PSYCHOL SPORT EXERC, V13, P491, DOI
10.1016/[Link].2011.12.002
van de Pol PKC, 2011, PSYCHOL SPORT EXERC, V12, P176, DOI
10.1016/[Link].2010.09.005
van Yperen NW, 2008, EUR J SOC PSYCHOL, V38, P260, DOI 10.1002/ejsp.425
Van Yperen NW, 2006, PERS SOC PSYCHOL B, V32, P1432, DOI
10.1177/0146167206292093
Vansteenkiste M, 2003, MOTIV EMOTION, V27, P273, DOI 10.1023/A:1026259005264
Vansteenkiste M., 2014, MOVING ACHIEVE UNPUB
Vansteenkiste M, 2010, MOTIV EMOTION, V34, P333, DOI 10.1007/s11031-010-9188-3
Vansteenkiste M, 2010, J SPORT EXERCISE PSY, V32, P217, DOI
10.1123/jsep.32.2.217
Williams AM, 2008, J SPORT SCI, V26, P401, DOI 10.1080/02640410701765631
NR 57
TC 36
Z9 38
U1 0
U2 55
PU HUMAN KINETICS PUBL INC
PI CHAMPAIGN
PA 1607 N MARKET ST, PO BOX 5076, CHAMPAIGN, IL 61820-2200 USA
SN 0895-2779
EI 1543-2904
J9 J SPORT EXERCISE PSY
JI J. Sport Exerc. Psychol.
PD APR
PY 2014
VL 36
IS 2
BP 131
EP 145
DI 10.1123/jsep.2012-0271
PG 15
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA AG1WF
UT WOS:000335206200001
PM 24686950
DA 2022-12-25
ER

PT J
AU Murayama, K
Zhou, MM
Nesbit, JC
AF Murayama, Kou
Zhou, Mingming
Nesbit, John C.
TI A Cross-Cultural Examination of the Psychometric Properties of Responses
to the Achievement Goal Questionnaire
SO EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT
LA English
DT Article
DE achievement goals; validity; multigroup confirmatory factor analysis
ID MEASUREMENT INVARIANCE; FIT INDEXES; ORIENTATION; MODEL; COVARIANCE;
MOTIVATION; CLASSROOM; VALIDITY; SELF; PERFORMANCE
AB The psychometric properties of scores from the Achievement Goal Questionnaire
were examined in samples of Japanese (N = 326) and Canadian ( N = 307)
postsecondary students. Previous research found evidence of a four-factor structure
of achievement goals in U. S. samples. Using confirmatory factor-analytic
techniques, the authors found strong evidence for the four-factor structure of
achievement goals in both the Canadian and Japanese populations. Subsequent
multigroup structural equation modeling indicated the metric invariance of this
four-factor structure across the two populations.
C1 [Zhou, Mingming] Simon Fraser Univ, Fac Educ, Burnaby, BC V5A 1S6, Canada.
[Murayama, Kou] Tokyo Inst Technol, Tokyo, Japan.
C3 Simon Fraser University; Tokyo Institute of Technology
RP Zhou, MM (corresponding author), Simon Fraser Univ, Fac Educ, Burnaby, BC V5A
1S6, Canada.
EM mzhou2@[Link]
RI Nesbit, John C/A-1260-2009; Zhou, Mingming/D-1909-2013
OI Nesbit, John C/0000-0002-7096-6682; Murayama, Kou/0000-0003-2902-9600
CR AMES C, 1988, J EDUC PSYCHOL, V80, P260, DOI 10.1037/0022-0663.80.3.260
AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
Attenweiler WJ, 2006, EDUC PSYCHOL MEAS, V66, P342, DOI 10.1177/0013164405282473
Brett JF, 1999, J APPL PSYCHOL, V84, P863, DOI 10.1037/0021-9010.84.6.863
Brislin R.W., 1980, HDB CROSS CULTURAL P, V1, p389?444
Brown T. A., 2015, CONFIRMATORY FACTOR, VSecond
Browne M. W., 1993, TESTING STRUCTURAL E, P136, DOI DOI
10.1177/0049124192021002005
Button SB, 1996, ORGAN BEHAV HUM DEC, V67, P26, DOI 10.1006/obhd.1996.0063
Byrne B.M., 2013, STRUCTURAL EQUATION, DOI 10.4324/9781410600219
Byrne BM, 2004, STRUCT EQU MODELING, V11, P272, DOI 10.1207/s15328007sem1102_8
BYRNE BM, 1989, PSYCHOL BULL, V105, P456, DOI 10.1037/0033-2909.105.3.456
 Byrne BM, 1999, J CROSS CULT PSYCHOL, V30, P555, DOI 10.1177/0022022199030005001
Cheung GW, 2002, STRUCT EQU MODELING, V9, P233, DOI 10.1207/S15328007SEM0902_5
Cheung MWL, 2002, STRUCT EQU MODELING, V9, P55, DOI 10.1207/S15328007SEM0901_4
Clark LA, 1995, PSYCHOL ASSESSMENT, V7, P309, DOI 10.1037/1040-3590.7.3.309
CRONBACH LJ, 1955, PSYCHOL BULL, V52, P281, DOI 10.1037/h0040957
Cury F, 2006, J PERS SOC PSYCHOL, V90, P666, DOI 10.1037/0022-3514.90.4.666
Day EA, 2003, CONTEMP EDUC PSYCHOL, V28, P434, DOI 10.1016/S0361-476X(02)00043-7
DeCarlo LT, 1997, PSYCHOL METHODS, V2, P292, DOI 10.1037/1082-989X.2.3.292
DWECK CS, 1988, PSYCHOL REV, V95, P256, DOI 10.1037/0033-295X.95.2.256
DWECK CS, 1986, AM PSYCHOL, V41, P1040, DOI 10.1037/0003-066X.41.10.1040
DWYER M, 2007, MACLEANS, V120, P100
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
Elliot AJ, 1996, J PERS SOC PSYCHOL, V70, P461, DOI 10.1037/0022-3514.70.3.461
Elliot AJ, 2001, PSYCHOL SCI, V12, P505, DOI 10.1111/1467-9280.00393
ELLIOT AJ, 2001, J ED PSYCHO IN PRESS
Fan XT, 2001, EDUC PSYCHOL MEAS, V61, P517, DOI 10.1177/00131640121971365
Finney SJ, 2004, EDUC PSYCHOL MEAS, V64, P365, DOI 10.1177/0013164403258465
Graham JM, 2003, STRUCT EQU MODELING, V10, P142, DOI 10.1207/S15328007SEM1001_7
Grouzet FME, 2005, J PERS SOC PSYCHOL, V89, P800, DOI 10.1037/0022-3514.89.5.800
Hancock GR, 1997, MEAS EVAL COUNS DEV, V30, P91, DOI
10.1080/07481756.1997.12068926
Harackiewicz JM, 1997, J PERS SOC PSYCHOL, V73, P1284, DOI 10.1037/0022-
3514.73.6.1284
Heine SJ, 2002, J PERS SOC PSYCHOL, V82, P903, DOI 10.1037//0022-3514.82.6.903
Heine SJ, 1999, PSYCHOL REV, V106, P766, DOI 10.1037/0033-295X.106.4.766
Henson RK, 2001, MEAS EVAL COUNS DEV, V34, P177, DOI
10.1080/07481756.2002.12069034
Henson RK, 2006, COUNS PSYCHOL, V34, P601, DOI 10.1177/0011000005283558
Hong S, 2003, EDUC PSYCHOL MEAS, V63, P636, DOI 10.1177/0013164403251332
Horn J. L., 1983, SO PSYCHOL, V1, P179
HORN JL, 1991, BEST METHODS FOR THE ANALYSIS OF CHANGE, P114
HORN JL, 1992, EXP AGING RES, V18, P117, DOI 10.1080/03610739208253916
Horvath M., 2001, ANN C SOC IND ORG PS
Hoyle R. H., 2005, HDB RES METHODS CLIN, P261
Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
Hu LT, 1998, PSYCHOL METHODS, V3, P424, DOI 10.1037/1082-989X.3.4.424
HUI CH, 1985, J CROSS CULT PSYCHOL, V16, P131, DOI 10.1177/0022002185016002001
Hurley AE, 1997, J ORGAN BEHAV, V18, P667, DOI 10.1002/(SICI)1099-
1379(199711)18:6<667::AID-JOB874>[Link];2-T
JORESKOG KG, 1971, PSYCHOMETRIKA, V36, P409, DOI 10.1007/BF02291366
Linnenbrink E.A., 2000, INTRINSIC EXTRINSIC, P195, DOI DOI 10.1016/B978
Little TD, 1997, MULTIVAR BEHAV RES, V32, P53, DOI 10.1207/s15327906mbr3201_3
Maehr M.L., 1980, STUDIES CROSS CULTUR, VVol. 2, P221
MAEHR ML, 1989, RES MOTIVATION ED, V3
MARDIA KV, 1970, BIOMETRIKA, V57, P519, DOI 10.1093/biomet/57.3.519
MARKUS HR, 1991, PSYCHOL REV, V98, P224, DOI 10.1037/0033-295X.98.2.224
MARSH HW, 1993, AM EDUC RES J, V30, P841, DOI 10.2307/1163206
Matsumoto D, 2006, PERSPECT PSYCHOL SCI, V1, P234, DOI 10.1111/j.1745-
6916.2006.00014.x
MEECE JL, 1988, J EDUC PSYCHOL, V80, P514, DOI 10.1037/0022-0663.80.4.514
Middleton MJ, 1997, J EDUC PSYCHOL, V89, P710, DOI 10.1037/0022-0663.89.4.710
Midgley C, 1998, CONTEMP EDUC PSYCHOL, V23, P113, DOI 10.1006/ceps.1998.0965
Murayama K., 2003, DEV STUDIES SOCIAL M, V2, P3
Muthen, 2004, MPLUS STAT ANAL LATE
NESBIT JC, 2007, J EDUC COMPUT RES, V35, P339
Nicholls J.G., 1989, COMPETITIVE ETHOS DE
Nunnally J.C., 1970, INTRO PSYCHOL MEASUR
Pekrun R, 2006, J EDUC PSYCHOL, V98, P583, DOI 10.1037/0022-0663.98.3.583
 Peng KP, 1997, PSYCHOL METHODS, V2, P329, DOI 10.1037/1082-989X.2.4.329
Satorra A, 2001, PSYCHOMETRIKA, V66, P507, DOI 10.1007/BF02296192
SCHWARTZ SH, 1990, J PERS SOC PSYCHOL, V58, P878, DOI 10.1037/0022-3514.58.5.878
Steenkamp JBEM, 1998, J CONSUM RES, V25, P78, DOI 10.1086/209528
Tanaka A, 2002, PERCEPT MOTOR SKILL, V95, P445, DOI 10.2466/PMS.95.6.445-458
Tanaka A, 2001, PSYCHOL REP, V88, P123, DOI 10.2466/PR0.88.1.123-135
Urdan T, 2004, J EDUC PSYCHOL, V96, P251, DOI 10.1037/0022-0663.96.2.251
Urdan TC, 1997, ADV MOTIV A, V10, P99
Urdan T, 2006, J EDUC PSYCHOL, V98, P354, DOI 10.1037/0022-0663.98.2.354
Van Yperen NW, 2006, PERS SOC PSYCHOL B, V32, P1432, DOI
10.1177/0146167206292093
Vandenberg RJ, 2000, ORGAN RES METHODS, V3, P4, DOI 10.1177/109442810031002
VandeWalle D, 1997, EDUC PSYCHOL MEAS, V57, P995, DOI
10.1177/0013164497057006009
VandeWalle D, 2001, J APPL PSYCHOL, V86, P629, DOI 10.1037//0021-9010.86.4.629
WEINER B, 1990, J EDUC PSYCHOL, V82, P616, DOI 10.1037/0022-0663.82.4.616
NR 79
TC 33
Z9 35
U1 0
U2 18
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0013-1644
EI 1552-3888
J9 EDUC PSYCHOL MEAS
JI Educ. Psychol. Meas.
PD APR
PY 2009
VL 69
IS 2
BP 266
EP 286
DI 10.1177/0013164408322017
PG 21
WC Psychology, Educational; Mathematics, Interdisciplinary Applications;
Psychology, Mathematical
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Psychology; Mathematics
GA 420YK
UT WOS:000264324900006
DA 2022-12-25
ER

PT J
AU Zhang, T
Xiang, P
Gu, XL
Rose, M
AF Zhang, Tao
Xiang, Ping
Gu, Xiangli
Rose, Melanie
TI College Students' Physical Activity and Health-Related Quality of Life:
An Achievement Goal Perspective
SO RESEARCH QUARTERLY FOR EXERCISE AND SPORT
LA English
DT Article
DE Achievement motivation; health benefits; physical inactivity; well-being
ID VALIDITY; EXERCISE; QUESTIONNAIRE; METAANALYSIS; ADOLESCENTS;
RELIABILITY; BEHAVIORS; FRAMEWORK; SPORT
AB Purpose: The 2 x 2 achievement goal model, including the mastery-approach,
mastery-avoidance, performance-approach, and performance-avoidance goal
orientations, has recently been used to explain motivational outcomes in physical
activity. This study attempted to examine the relationships among 2 x 2 achievement
goal orientations, physical activity, and health-related quality of life (HRQOL) in
college students. Method: Participants were 325 students (130 men and 195 women; M-
age = 21.4 years) enrolled in physical activity classes at a Southern university.
They completed surveys validated in previous research assessing achievement goal
orientations, physical activity, and HRQOL. Results: Path analyses revealed a good
fit between the model and data (root mean square error of approximation = .06;
Comparative Fit Index = .99; Bentler-Bonett Nonnormed Fit Index = .98; Incremental
Fit Index = .99), but the model explained small variances in the current study.
Mastery-approach and performance-approach goal orientations only had low or no
relationships with physical activity. Mastery-approach goal orientation and
physical activity also had low positive relationships with HRQOL, but mastery-
avoidance and performance-avoidance goal orientations had low negative
relationships with HRQOL. The hypothesized mediational role of physical activity in
the relationship between mastery-approach and performance-approach goal
orientations and HRQOL was not supported in this study. Conclusions: Although the
data fit the proposed model well, only small variance was explained by the model.
The relationship between physical activity and HRQOL of the college students and
other related correlates should be further studied.
C1 [Zhang, Tao; Gu, Xiangli; Rose, Melanie] Univ North Texas, Denton, TX 76203 USA.
[Xiang, Ping] Texas A&M Univ, College Stn, TX 77843 USA.
C3 University of North Texas System; University of North Texas Denton;
Texas A&M University System; Texas A&M University College Station
RP Zhang, T (corresponding author), Univ North Texas, Dept Kinesiol Hlth Promot &
Recreat, 1155 Union Circle 310769, Denton, TX 76203 USA.
EM [Link]@[Link]
CR Adie JW, 2010, J SPORT EXERCISE PSY, V32, P555, DOI 10.1123/jsep.32.4.555
Agbuga B, 2008, J TEACH PHYS EDUC, V27, P179, DOI 10.1123/jtpe.27.2.179
[Anonymous], 2010, HLTH PEOPL 2020
Baranik LE, 2010, HUM PERFORM, V23, P265, DOI 10.1080/08959285.2010.488463
Biddle S., 2003, EUR J SPORT SCI, V3, P1, DOI [10.1080/17461390300073504, DOI
10.1080/17461390300073504]
Bize R, 2007, PREV MED, V45, P401, DOI 10.1016/[Link].2007.07.017
Brannagan K, 2011, HEALTH EDUC J, V70, P365, DOI 10.1177/0017896910387315
Brown DW, 2004, MED SCI SPORT EXER, V36, P890, DOI
10.1249/[Link].0000126778.77049.76
Buhi ER, 2007, AM J HEALTH BEHAV, V31, P74, DOI 10.5993/AJHB.31.1.8
Centers for Disease Control and Prevention, 2009, NAT COLL HLTH RISK S
Conroy DE, 2003, J SPORT EXERCISE PSY, V25, P456, DOI 10.1123/jsep.25.4.456
Craig CL, 2003, MED SCI SPORT EXER, V35, P1381, DOI
10.1249/[Link]
Elliot AJ, 1997, ADV MOTIV A, V10, P143
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Fountaine C.J., 2011, INT J EXERC SCI, V4, P102
Garn A. C., 2009, SPORT EXERCISE PSYCH, V5, P30
Garn A, 2009, J TEACH PHYS EDUC, V28, P400, DOI 10.1123/jtpe.28.4.400
Gu XL, 2014, APPL RES QUAL LIFE, V9, P1041, DOI 10.1007/s11482-013-9287-x
Hagger MS, 2011, J APPL SOC PSYCHOL, V41, P1299, DOI 10.1111/j.1559-
1816.2011.00761.x
Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
James LR, 2006, ORGAN RES METHODS, V9, P233, DOI 10.1177/1094428105285144
Keating XFD, 2005, J AM COLL HEALTH, V54, P116, DOI 10.3200/JACH.54.2.116-126
 Kruger J, 2007, INT J OBESITY, V31, P321, DOI 10.1038/[Link].0803386
LaCaille LJ, 2011, J AM COLL HEALTH, V59, P531, DOI 10.1080/07448481.2010.523855
Lochbaum M, 2013, J SPORT HEALTH SCI, V2, P176, DOI 10.1016/[Link].2012.08.002
Lochbaum M, 2013, PSYCHOL SPORT EXERC, V14, P161, DOI
10.1016/[Link].2012.09.004
Morrow J.R., 2011, MEASUREMENT EVALUATI, V5th ed., P89
Nicholls J.G., 1989, COMPETITIVE ETHOS DE
Nunnally J., 1978, PSYCHOMETRIC THEORY
Puente-Diaz R, 2012, INT J PSYCHOL, V47, P102, DOI 10.1080/00207594.2011.585159
Stevenson S. J., 2008, Journal of Sport Behavior, V31, P389
Swallen KC, 2005, PEDIATRICS, V115, P340, DOI 10.1542/peds.2004-0678
US Department of Health and Human Services, 2008, 2008 PHYS ACT GUID A
Varni JW, 2001, MED CARE, V39, P800, DOI 10.1097/00005650-200108000-00006
Wang CKJ, 2009, RES Q EXERCISE SPORT, V80, P303, DOI
10.5641/027013609X13087704028679
Zhu WM, 2012, J SPORT HEALTH SCI, V1, P9, DOI 10.1016/[Link].2012.02.002
NR 36
TC 18
Z9 19
U1 0
U2 23
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0270-1367
EI 2168-3824
J9 RES Q EXERCISE SPORT
JI Res. Q. Exerc. Sport
PY 2016
VL 87
IS 2
BP 182
EP 190
DI 10.1080/02701367.2016.1159279
PG 9
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA DV5GZ
UT WOS:000382956500006
PM 27030376
DA 2022-12-25
ER

PT J
AU Curelaru, V
Muntele-Hendres, D
Diac, G
Duca, DS
AF Curelaru, Versavia
Muntele-Hendres, Daniela
Diac, Georgeta
Duca, Diana-Sinziana
TI Children's and Mothers' Achievement Goal Orientations and Self-Efficacy:
Dyadic Contributions to Students' Well-Being
SO SUSTAINABILITY
LA English
DT Article
DE achievement goal orientations; learning self-efficacy; parental
self-efficacy; well-being
ID MIDDLE-SCHOOL-STUDENTS; PARENTAL INVOLVEMENT; TASK-VALUE;
ACADEMIC-ACHIEVEMENT; PERFORMANCE-APPROACH; HIERARCHICAL MODEL; YOUNG
ADOLESCENTS; MOTIVATION; BELIEFS; AVOIDANCE
AB Starting from the basic idea that identifying predictive family factors for
children's well-being is among the levels of the psychology of sustainable human
development, our study aimed to investigate the impact of mothers' achievement goal
orientations and parental self-efficacy on their children's academic well-being,
considering children's own achievement goals as a mediator variable. The entire
sample comprised 350 participants: 175 children (42.86% boys) and their respective
mothers. Children were enrolled in the 4th grade (n = 85; M-age = 10.44, SD =
0.49), in the 8th grade (n = 62; M-age = 14.45, SD = 0.53), and in the 12th grade
(n = 28; M-age = 18.39, SD = 0.62). The results indicated that mothers'
motivational orientations had a strong effect on their children's corresponding
motivational orientations. Mothers' achievement goal orientations and parental
self-efficacy had significant effects on children's well-being, mediated by
children's goal orientations. Children's well-being was positively predicted by
mothers' mastery and performance-approach goal orientations, with variations
between age groups. The importance of the parental motivational orientations in the
development of the children's corresponding orientations and well-being suggests
that changing academic adaptation might be possible by operating early
interventions at the parents' level. Further research is necessary to explore why
performance-approach goals had a positive impact on well-being in this cultural
context, as previous studies revealed that this type of goal orientation may be
detrimental to well-being.
C1 [Curelaru, Versavia; Muntele-Hendres, Daniela; Diac, Georgeta] Alexandru Joan
Cuza Univ Iasi, Fac Psychol & Educ Sci, Iasi 700506, Romania.
[Duca, Diana-Sinziana] Stefan cel Mare Univ Suceava, Dept Educ Sci, Suceava
720229, Romania.
C3 Alexandru Ioan Cuza University; Stefan cel Mare University of Suceava
RP Muntele-Hendres, D (corresponding author), Alexandru Joan Cuza Univ Iasi, Fac
Psychol & Educ Sci, Iasi 700506, Romania.
EM [Link]@[Link]; hendres@[Link]; getad@[Link];
[Link]@[Link]
RI Curelaru, Versavia/ABD-3340-2020; MUNTELE, Daniela/ABD-3345-2020
OI Curelaru, Versavia/0000-0003-1389-9687; Duca, Diana/0000-0003-0250-4811
FU Ministry of Research and Innovation within Program 1-Development of the
national RD system, Subprogram 1.2-Institutional Performance-RDI
excellence funding projects [34PFE/19.10.2018]
FX This project is funded by the Ministry of Research and Innovation within
Program 1-Development of the national RD system, Subprogram
1.2-Institutional Performance-RDI excellence funding projects, Contract
no.34PFE/19.10.2018.
CR Achenbach T. M, 2001, MANUAL ASEBA SCH AGE
Al-Emadi AA, 2001, SOC BEHAV PERSONAL, V29, P823, DOI 10.2224/sbp.2001.29.8.823
AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
Anderman EM, 1997, CONTEMP EDUC PSYCHOL, V22, P269, DOI 10.1006/ceps.1996.0926
Ardelt M, 2001, J FAM ISSUES, V22, P944, DOI 10.1177/019251301022008001
Arnett JJ, 1999, AM PSYCHOL, V54, P317, DOI 10.1037/0003-066X.54.5.317
Aunola K, 2000, J ADOLESCENCE, V23, P205, DOI 10.1006/jado.2000.0308
Bagan G, 2019, SUSTAINABILITY-BASEL, V11, DOI 10.3390/su11195193
Bandura A, 2001, CHILD DEV, V72, P187, DOI 10.1111/1467-8624.00273
Bandura A, 1996, CHILD DEV, V67, P1206, DOI 10.1111/j.1467-8624.1996.tb01791.x
Bandura A, 2002, APPL PSYCHOL-INT REV, V51, P269, DOI 10.1111/1464-0597.00092
Bandura A., 2006, SELF EFFICACY BELIEF, P307, DOI DOI
10.1017/CBO9781107415324.004
Bandura A., 1986, SOCIAL FDN THOUGHT A, DOI DOI 10.4135/9781446221129.N6
 Bandura A., 1997, SELF EFFICACY EXERCI, DOI DOI 10.1891/0889-8391.13.2.158
Baumrind D., 1991, ENCY ADOLESCENCE, P746
Bong M, 2004, J EDUC RES, V97, P287, DOI 10.3200/JOER.97.6.287-298
Bong M, 2001, J EDUC PSYCHOL, V93, P23, DOI 10.1037//0022-0663.93.1.23
Bong M, 2008, J EXP EDUC, V76, P191, DOI 10.3200/JEXE.76.2.191-217
Chiang YT, 2014, SCAND J EDUC RES, V58, P513, DOI 10.1080/00313831.2012.732607
Church MA, 2001, J EDUC PSYCHOL, V93, P43, DOI 10.1037//0022-0663.93.1.43
Cohen J., 1988, STAT POWER ANAL BEHA, V2nd ed., DOI DOI 10.4324/9780203771587
Cojocaru S, 2011, EDUCATIA PARENTALA R
Coleman PK, 2000, FAM RELAT, V49, P13, DOI 10.1111/j.1741-3729.2000.00013.x
Coleman PK, 1998, DEV REV, V18, P47, DOI 10.1006/drev.1997.0448
Damian L. E., 2016, REIMAGINING PURPOSE, P173, DOI DOI 10.1007/978-3-319-24699-
4_13
Daniels LM, 2009, J EDUC PSYCHOL, V101, P948, DOI 10.1037/a0016096
DARLING N, 1993, PSYCHOL BULL, V113, P487, DOI 10.1037/0033-2909.113.3.487
Darnon C, 2009, EUR J PSYCHOL EDUC, V24, P423, DOI 10.1007/BF03178759
Dehyadegary E, 2014, LIFE SCI J, V11, P94
Di Fabio A, 2017, FRONT PSYCHOL, V8, DOI 10.3389/fpsyg.2017.01534
Diaconu-Gherasim LR, 2016, LEARN INDIVID DIFFER, V49, P378, DOI
10.1016/[Link].2016.06.026
Duchesne S, 2010, J EDUC PSYCHOL, V102, P497, DOI 10.1037/a0019320
DWECK CS, 1986, AM PSYCHOL, V41, P1040, DOI 10.1037/0003-066X.41.10.1040
ECCLES J, 1993, CHILD DEV, V64, P830, DOI 10.1111/j.1467-8624.1993.tb02946.x
Eccles J. S., 2009, HDB ADOLESCENT PSYCH, P404, DOI [DOI
10.1002/9780470479193.ADLPSY001013, 10.1002/9780470479193.adlpsy001013]
Eccles J. S., 1989, RES MOTIVATION ED, V3, P139, DOI DOI 10.1037/0003-
066X.48.2.90
Eccles J. S., 1998, HDB CHILD PSYCHOL, V3, P1017, DOI DOI 10.1002/9780470147658
ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
Elliot A.J., 2003, INT J EDUC RES, V39, P339, DOI [10.1016/[Link].2004.06.003,
DOI 10.1016/[Link].2004.06.003]
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
Elliot AJ, 2003, J PERS, V71, P369, DOI 10.1111/1467-6494.7103005
Elliot AJ, 1996, J PERS SOC PSYCHOL, V70, P461, DOI 10.1037/0022-3514.70.3.461
Elliot AJ, 2001, EDUC PSYCHOL REV, V13, P73, DOI 10.1023/A:1009009018235
FEHRMANN PG, 1987, J EDUC RES, V80, P330, DOI 10.1080/00220671.1987.10885778
Perez-Gramaje AF, 2020, EUR J PSYCHOL APPL L, V12, P1, DOI 10.5093/ejpalc2020a1
Fiorilli C, 2017, INT J EDUC RES, V84, P1, DOI 10.1016/[Link].2017.04.001
Friedel JM, 2007, CONTEMP EDUC PSYCHOL, V32, P434, DOI
10.1016/[Link].2006.10.009
Friedel JM, 2010, J EDUC PSYCHOL, V102, P102, DOI 10.1037/a0017590
Fuentes MC, 2019, INT J ENV RES PUB HE, V16, DOI 10.3390/ijerph16152778
FUENTES MC, 2015, REV PSICODIDACT, V20, P117, DOI DOI
10.1387/RevPsicodidact.10876
Garcia F, 2019, INT J ENV RES PUB HE, V16, DOI 10.3390/ijerph16132333
Garcia F, 2018, FRONT PSYCHOL, V9, DOI 10.3389/fpsyg.2018.02250
Garcia OF, 2020, PSYCHOL HEALTH, V35, P645, DOI 10.1080/08870446.2019.1675660
Garcia OF, 2018, PSYCHOSOC INTERV, V27, P153, DOI 10.5093/pi2018a21
Gherasim LR, 2017, J HAPPINESS STUD, V18, P1013, DOI 10.1007/s10902-016-9754-9
Gherasim LR, 2013, EDUC STUD-UK, V39, P1, DOI 10.1080/03055698.2012.663480
GINSBURG GS, 1993, CHILD DEV, V64, P1461, DOI 10.2307/1131546
Gonida EN, 2007, EUR J PSYCHOL EDUC, V22, P23, DOI 10.1007/BF03173687
Gonida EN, 2009, LEARN INDIVID DIFFER, V19, P53, DOI
10.1016/[Link].2008.04.002
Gonzalez-DeHass AR, 2005, EDUC PSYCHOL REV, V17, P95, DOI 10.1007/s10648-005-
3949-7
Grolnick WS, 2015, J RES ADOLESCENCE, V25, P668, DOI 10.1111/jora.12161
Grolnick WS, 2015, MOTIV EMOTION, V39, P63, DOI 10.1007/s11031-014-9423-4
 Grolnick WS, 1997, J EDUC PSYCHOL, V89, P538, DOI 10.1037/0022-0663.89.3.538
Hair J.F., 2006, MULTIVARIATE DATA AN, V6th ed.
Hannigan LJ, 2016, J YOUTH ADOLESCENCE, V45, P2387, DOI 10.1007/s10964-016-0419-
0
Harackiewicz JM, 1997, J PERS SOC PSYCHOL, V73, P1284, DOI 10.1037/0022-
3514.73.6.1284
He TH, 2015, LEARN INDIVID DIFFER, V39, P205, DOI 10.1016/[Link].2015.03.011
HOKODA A, 1995, J EDUC PSYCHOL, V87, P375, DOI 10.1037/0022-0663.87.3.375
Honicke T, 2016, EDUC RES REV-NETH, V17, P63, DOI 10.1016/[Link].2015.11.002
Huebner S, 2001, MANUAL MULTIDIMENSIO
Hulleman CS, 2010, PSYCHOL BULL, V136, P422, DOI 10.1037/a0018947
Ivanova MY, 2007, J CONSULT CLIN PSYCH, V75, P729, DOI 10.1037/0022-
006X.75.5.729
Jacobs JE, 2002, CHILD DEV, V73, P509, DOI 10.1111/1467-8624.00421
Jones TL, 2005, CLIN PSYCHOL REV, V25, P341, DOI 10.1016/[Link].2004.12.004
Junttila N, 2007, EUR J PSYCHOL EDUC, V22, P41, DOI 10.1007/BF03173688
Junttila N, 2015, FAM RELAT, V64, P665, DOI 10.1111/fare.12161
Kaplan A, 1999, CONTEMP EDUC PSYCHOL, V24, P330, DOI 10.1006/ceps.1999.0993
Korhonen J, 2014, LEARN INDIVID DIFFER, V31, P1, DOI
10.1016/[Link].2013.12.011
Lau KL, 2008, BRIT J EDUC PSYCHOL, V78, P331, DOI 10.1111/j.2044-
8279.2008.tb00486.x
Lewis C, 2003, EUR J PSYCHOL EDUC, V18, P211, DOI 10.1007/BF03173485
Liem AD, 2008, CONTEMP EDUC PSYCHOL, V33, P486, DOI
10.1016/[Link].2007.08.001
Linnenbrink EA, 2002, EDUC PSYCHOL, V37, P69, DOI 10.1207/S15326985EP3702_2
Linnenbrink EA, 2005, J EDUC PSYCHOL, V97, P197, DOI 10.1037/0022-0663.97.2.197
Luo WS, 2013, MOTIV EMOTION, V37, P274, DOI 10.1007/s11031-012-9303-8
Maccoby E., 1983, HDB CHILD PSYCHOL SO, V4, P1
MACCOBY EE, 1992, DEV PSYCHOL, V28, P1006, DOI 10.1037/0012-1649.28.6.1006
Masud H, 2015, QUAL QUANT, V49, P2411, DOI 10.1007/s11135-014-0120-x
Meunier JC, 2011, INT J BEHAV DEV, V35, P246, DOI 10.1177/0165025410382950
Middleton MJ, 1997, J EDUC PSYCHOL, V89, P710, DOI 10.1037/0022-0663.89.4.710
MIDGLEY C, 1995, J EARLY ADOLESCENCE, V15, P90, DOI 10.1177/0272431695015001006
Midgley C., 2000, MANUAL PATTERNS ADAP
Musitu-Ferrer D, 2019, PSYCHOSOC INTERV, V28, P101, DOI 10.5093/pi2019a8
Negru-Subtirica O., 2018, CHANGING VALUES IDEN, P333
Negru-Subtirica O, 2015, J VOCAT BEHAV, V88, P131, DOI 10.1016/[Link].2015.03.004
Nicholls J., 1989, COMPETITIVE ETHOS DE
OECD, 2016, PISA 2015 RES, VI, DOI [10.1787/9789264266490-en, DOI
10.1787/9789264266490]
Pajares F, 2000, CONTEMP EDUC PSYCHOL, V25, P406, DOI 10.1006/ceps.1999.1027
Pallant J., 2010, SPSS SURVIVAL MANUAL, DOI DOI 10.1111/1753-6405.12166
Patrick H, 2007, J EDUC PSYCHOL, V99, P83, DOI 10.1037/0022-0663.99.1.83
Pekrun R, 2006, J EDUC PSYCHOL, V98, P583, DOI 10.1037/0022-0663.98.3.583
Pinquart M, 2016, EDUC PSYCHOL REV, V28, P475, DOI 10.1007/s10648-015-9338-y
Pollard EL, 2003, SOC INDIC RES, V61, P59, DOI 10.1023/A:1021284215801
Preacher KJ, 2008, BEHAV RES METHODS, V40, P879, DOI 10.3758/BRM.40.3.879
Riquelme M, 2018, AN PSICOL-SPAIN, V34, P536, DOI 10.6018/analesps.34.3.315201
Robinson C., 2009, MULTIPLE LINEAR REGR, V35, P16
Ryan RM, 2017, SELF-DETERMINATION THEORY: BASIC PSYCHOLOGICAL NEEDS IN
MOTIVATION, DEVELOPMENT, AND WELLNESS, P1, DOI 10.1521/978.14625/28806
Schreiber JB, 2006, J EDUC RES, V99, P323, DOI 10.3200/JOER.99.6.323-338
Schunk D. H., 2006, HDB ED PSYCHOL, P349
Schunk DH, 2002, DEV ACHIEVEMENT MOTI, P16, DOI [DOI 10.1016/B978-012750053-
9/50003-6, 10.1016/B978-012750053-9/50003-6]
Senko C., 2016, J EDUC PSYCHOL, V108, P1178, DOI [10.1037/edu0000114, DOI
10.1037/EDU0000114]
Senko C, 2011, EDUC PSYCHOL-US, V46, P26, DOI 10.1080/00461520.2011.538646
 Sideridis GD, 2005, J EDUC PSYCHOL, V97, P366, DOI 10.1037/0022-0663.97.3.366
SINGH K, 1995, SCHOOL PSYCHOL REV, V24, P299
Skaalvik EM, 1997, J EDUC PSYCHOL, V89, P71, DOI 10.1037/0022-0663.89.1.71
Spera C, 2005, EDUC PSYCHOL REV, V17, P120, DOI 10.1007/s10648-005-3950-1
Steinberg L, 2001, ANNU REV PSYCHOL, V52, P83, DOI 10.1146/[Link].52.1.83
Tuominen-Soini H, 2008, LEARN INSTR, V18, P251, DOI
10.1016/[Link].2007.05.003
Tuominen-Soini H, 2012, LEARN INDIVID DIFFER, V22, P290, DOI
10.1016/[Link].2012.01.002
Urdan T, 2003, CONTEMP EDUC PSYCHOL, V28, P524, DOI 10.1016/S0361-476X(02)00060-
7
Urdan T, 2006, J EDUC PSYCHOL, V98, P354, DOI 10.1037/0022-0663.98.2.354
Widlund A, 2018, FRONT PSYCHOL, V9, DOI 10.3389/fpsyg.2018.00297
Wigfield A., 2015, HDB CHILD PSYCHOL DE, P657, DOI DOI
10.1002/9781118963418.CHILDPSY316
Wolters CA, 2004, J EDUC PSYCHOL, V96, P236, DOI 10.1037/0022-0663.96.2.236
ZIMMERMAN BJ, 1992, AM EDUC RES J, V29, P663, DOI 10.2307/1163261
NR 125
TC 4
Z9 4
U1 4
U2 13
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD MAR 1
PY 2020
VL 12
IS 5
AR 1785
DI 10.3390/su12051785
PG 24
WC Green & Sustainable Science & Technology; Environmental Sciences;
Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA KY3KU
UT WOS:000522470900086
OA gold, Green Published
DA 2022-12-25
ER

PT J
AU Ovretveit, K
Saether, SA
Mehus, I
AF Ovretveit, Karsten
Saether, Stig Arve
Mehus, Ingar
TI Achievement goal profiles, and perceptions of motivational climate and
physical ability in male Brazilian jiu-jitsu practitioners
SO ARCHIVES OF BUDO
LA English
DT Article
DE mastery; task performance and analysis; training climate
ID SPORT; INVOLVEMENT; TASK
AB Background and Study Aim: Brazilian jiu-jitsu (BJJ) is a martial art with high
rates of attrition. At present, little is known about the achievement goals of
martial arts practitioners, particularly in BJJ. Thus, our aim was knowledge about
achievement goal orientations and perceptions of the motivational climate in a BJJ
academy. We hypothesized that mastery-approach goals would correlate with weekly
training duration, that goal orientation scores would reflect the corresponding
higher-order motivational climate score, and that white belt practitioners would
perceive the motivational climate as more performance-oriented than higher belt
ranks. .
Material and Methods: The sample comprised 42 males aged 31.9 +/- 6.2 years,
with 5.4 +/- 3.8 years of training experience and a weekly training duration of 7.7
+/- 3.4 hours per week. The 3x2 Achievement Goal Questionnaire for Sport (3x2 AGQ-
S) was used to assess achievement goal orientations. Perceptions of the
motivational climate were measured with the Perceived Motivational Climate in Sport
Questionnaire (PMCSQ-2). The 10-item Perceived Physical Ability (PPA) subscale of
the Physical Self-Efficacy Scale was used to evaluate perceived physical ability.
Results: Overall, the practitioners emphasized mastery-approach goals, which was
congruous, but not significantly associated with higher-order motivational climate
scores. Rank correlated both with goal orientations and perceived motivational
climate. Additionally, weekly training duration and style preference were
associated with task-approach goals.
Conclusions: Brazilian jiu-jitsu practitioners appear to focus on mastery,
making them more likely to demonstrate adaptive behaviour when facing adversity.
These findings support previous observations on the compatibility of mastery goals
and competitive martial arts.
C1 [Ovretveit, Karsten; Saether, Stig Arve; Mehus, Ingar] Norwegian Univ Sci &
Technol, Dept Sociol & Polit Sci, N-7491 Trondheim, Norway.
C3 Norwegian University of Science & Technology (NTNU)
RP Ovretveit, K (corresponding author), Norwegian Univ Sci & Technol, Dept Sociol &
Polit Sci, N-7491 Trondheim, Norway.
EM [Link]@[Link]
RI Øvretveit, Karsten/AAD-9975-2021; Sæther, Stig Arve/K-8979-2019
OI Sæther, Stig Arve/0000-0002-1429-4746; Ovretveit,
Karsten/0000-0002-5528-0674
CR Albuquerque I., 2015, INT J PHYS ED SPORTS, V1, P12
AMES C, 1984, J EDUC PSYCHOL, V76, P478, DOI 10.1037/0022-0663.76.3.478
AMES C, 1988, J EDUC PSYCHOL, V80, P260, DOI 10.1037/0022-0663.80.3.260
AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
Ames C., 1984, RES MOTIVATION ED, P177
[Anonymous], 2006, DICT SPORT EXERCISE
Cronbach LJ, 1951, PSYCHOMETRIKA, V16, P297
Duda J. L., 1988, Leisure Sciences, V10, P95, DOI 10.1080/01490408809512180
DWECK CS, 1988, PSYCHOL REV, V95, P256, DOI 10.1037/0033-295X.95.2.256
DWECK CS, 1986, AM PSYCHOL, V41, P1040, DOI 10.1037/0003-066X.41.10.1040
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 1996, J PERS SOC PSYCHOL, V70, P461, DOI 10.1037/0022-3514.70.3.461
Elliot AJ, 2001, EDUC PSYCHOL REV, V13, P73, DOI 10.1023/A:1009009018235
Elliot AJ, 2011, J EDUC PSYCHOL, V103, P632, DOI 10.1037/a0023952
Gernigon C, 2000, J APPL SPORT PSYCHOL, V12, P168, DOI 10.1080/10413200008404221
Gernigon C, 2004, J SPORT EXERCISE PSY, V26, P572, DOI 10.1123/jsep.26.4.572
Gracie R., 2003, MASTERING JUJITSU
Kaplan A, 2007, EDUC PSYCHOL REV, V19, P141, DOI 10.1007/s10648-006-9012-5
King L. A., 1997, Journal of Sport Behavior, V20, P397
Maehr M.L., 1984, MOTIVATION ED STUDEN, P115
Maehr M.L., 1980, STUDIES CROSS CULTUR, VVol. 2, P221
Mascret N, 2015, PSYCHOL SPORT EXERC, V17, P7, DOI
10.1016/[Link].2014.11.001
Mckee AC, 2009, J NEUROPATH EXP NEUR, V68, P709, DOI
10.1097/NEN.0b013e3181a9d503
Newton M, 2000, J SPORT SCI, V18, P275, DOI 10.1080/026404100365018
NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
NICHOLLS JG, 1979, AM PSYCHOL, V34, P1071, DOI 10.1037/0003-066X.34.11.1071
*NIPP BUD FDN, 2009, BUD MART WAYS JAP
Ntoumanis N, 1999, J SPORT SCI, V17, P643, DOI 10.1080/026404199365678
Ovretveit K, 2018, INT J PERF ANAL SPOR, V18, P481, DOI
10.1080/24748668.2018.1493634
Ovretveit K, 2018, J STRENGTH COND RES, V32, P3326, DOI
10.1519/JSC.0000000000002863
Ovretveit K, 2018, J STRENGTH COND RES, V32, P997, DOI
10.1519/JSC.0000000000002471
Pensgaard AM, 2000, J SPORT SCI, V18, P191, DOI 10.1080/026404100365090
ROBERTS GC, 2012, ADV MOTIVATION SPORT, V3, P5, DOI DOI
10.5040/[Link]-001
RYCKMAN RM, 1982, J PERS SOC PSYCHOL, V42, P891, DOI 10.1037/0022-3514.42.5.891
Utman C H, 1997, Pers Soc Psychol Rev, V1, P170, DOI 10.1207/s15327957pspr0102_4
Vertonghen J, 2010, J SPORT SCI MED, V9, P528
WHITE SA, 1994, INT J SPORT PSYCHOL, V25, P4
NR 37
TC 3
Z9 3
U1 0
U2 1
PU INT SCIENTIFIC INFORMATION, INC
PI MELVILLE
PA 150 BROADHOLLOW RD, STE 114, MELVILLE, NY 11747 USA
SN 1643-8698
J9 ARCH BUDO
JI Arch. Budo
PD OCT 22
PY 2018
VL 14
BP 311
EP 318
PG 8
WC Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Sport Sciences
GA HT5MB
UT WOS:000464606900001
DA 2022-12-25
ER

PT J
AU Gavaza, P
Muthart, T
Khan, GM
AF Gavaza, Paul
Muthart, Thomas
Khan, Ghous M.
TI Measuring Achievement Goal Orientations of Pharmacy Students
SO AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION
LA English
DT Article
DE pharmacy students; motivation; attitudes; pharmacy education
ID MOTIVATIONAL ORIENTATIONS; PERFORMANCE; MASTERY; PERCEPTIONS; DOCTOR;
MODEL
AB Objectives. To measure the achievement goal orientations of pharmacy students
attending a 3-year (accelerated) doctor of pharmacy (PharmD) program.
Methods. A 16-item survey based on the Achievement Goal Questionnaire (AGQ) was
administered to first-year (P1) and second-year (P2) pharmacy students at the
Appalachian College of Pharmacy (ACP). Students were instructed to indicate to what
degree each statement was true for them using a 7-point Likert scale (1 = not true
of me, 7 = very true of me).
Results. One hundred twenty of the 155 students (77%) completed the survey. Most
students had mastery-approach, mastery-avoidance, performance-approach, and/or
performance-avoidance goal orientations; few had work-avoidance goal orientations.
Second-year students and male students had higher work-avoidance mean scores than
did P1 students and female students (p<0.05).
Conclusion. Pharmacy students were mastery- and performance-oriented learners,
and most did not have work-avoidance goal orientations. Male students and P2
students had higher work-avoidance than did female students and P1 students,
respectively. More longitudinal studies are needed to confirm these findings.
C1 [Gavaza, Paul; Muthart, Thomas] Appalachian Coll Pharm, Dept Pharm Practice,
Oakwood, VA 24631 USA.
[Khan, Ghous M.] Appalachian Coll Pharm, Dept Pharmaceut Sci, Oakwood, VA 24631
USA.
RP Gavaza, P (corresponding author), Appalachian Coll Pharm, 1060 Dragon Rd,
Oakwood, VA 24631 USA.
EM pgavaza@[Link]
OI Gavaza, Paul/0000-0002-4538-8622
CR ARCHER J, 1994, CONTEMP EDUC PSYCHOL, V19, P430, DOI 10.1006/ceps.1994.1031
CAVACO A, 2003, PHARM ED, V3, P109, DOI DOI 10.1080/15602210310001599618
Darnon C, 2007, MOTIV EMOTION, V31, P61, DOI 10.1007/s11031-006-9049-2
Darnon C, 2010, J EDUC PSYCHOL, V102, P212, DOI 10.1037/a0018161
DWECK CS, 1986, AM PSYCHOL, V41, P1040, DOI 10.1037/0003-066X.41.10.1040
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
Elliot AJ, 2008, J EDUC PSYCHOL, V100, P613, DOI 10.1037/0022-0663.100.3.613
FLIPPO RF, 2001, READING RES SEARCH C
Frick LJ, 2011, AM J PHARM EDUC, V75, DOI 10.5688/ajpe75464
Garavalia LS, 2002, AM J PHARM EDUC, V66, P219
Garst WC, 1999, AM J PHARM EDUC, V63, P300
Harackiewicz JM, 2000, J EDUC PSYCHOL, V92, P316, DOI 10.1037//0022-
0663.92.2.316
Hastings JK, 2001, AM J PHARM EDUC, V65, P254
Karabenick SA, 2003, CONTEMP EDUC PSYCHOL, V28, P37, DOI 10.1016/S0361-
476X(02)00012-7
Kumar S, 2011, J EDUC PSYCHOL, V103, P664, DOI 10.1037/a0023336
Lee FK, 2003, J APPL PSYCHOL, V88, P256, DOI 10.1037/0021-9010.88.2.256
Linnenbrink EA, 2002, SCHOOL PSYCHOL REV, V31, P313
Midgley C, 2001, CONTEMP EDUC PSYCHOL, V26, P61, DOI 10.1006/ceps.2000.1041
Murayama K, 2011, J EDUC PSYCHOL, V103, P238, DOI 10.1037/a0021948
NICHOLLS JG, 1984, RES MOTIVATION ED, V1
NOLEN SB, 1988, COGNITION INSTRUCT, V5, P269, DOI 10.1207/s1532690xci0504_2
Pekrun R, 2006, J EDUC PSYCHOL, V98, P583, DOI 10.1037/0022-0663.98.3.583
Perrot LJ, 2001, ADV HEALTH SCI EDUC, V6, P193, DOI 10.1023/A:1012606722230
Pieper SL, 2003, THESIS J MADISON U
Pulfrey C, 2011, J EDUC PSYCHOL, V103, P683, DOI 10.1037/a0023911
Senko C, 2011, EDUC PSYCHOL-US, V46, P26, DOI 10.1080/00461520.2011.538646
Smith L, 2007, AM J PHARM EDUC, V71, DOI 10.5688/aj7106120
Wolters CA, 2004, J EDUC PSYCHOL, V96, P236, DOI 10.1037/0022-0663.96.2.236
NR 30
TC 10
Z9 12
U1 0
U2 9
PU AMER ASSOC COLL PHARMACY
PI ALEXANDRIA
PA 1426 PRINCE STREET, ALEXANDRIA, VA 22314-2815 USA
SN 0002-9459
EI 1553-6467
J9 AM J PHARM EDUC
JI Am. J. Pharm. Educ.
PY 2014
VL 78
IS 3
AR 54
DI 10.5688/ajpe78354
PG 6
WC Education, Scientific Disciplines; Pharmacology & Pharmacy
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Education & Educational Research; Pharmacology & Pharmacy
GA AF8ZK
UT WOS:000335004300007
PM 24761015
OA Green Published
DA 2022-12-25
ER

PT J
AU Xu, JZ
AF Xu, Jianzhong
TI A profile analysis of online assignment motivation: Combining
achievement goal and expectancy-value perspectives
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Online assignment; Motivation; Achievement goal; Expectancy-value;
Person-centered approach; Undergraduate
ID LATENT MEAN DIFFERENCES; COLLABORATIVE LEARNING ACTIVITIES; SCALE
MEASUREMENT INVARIANCE; HOMEWORK MANAGEMENT SCALE; SELF-REGULATION;
ACADEMIC-ACHIEVEMENT; RECIPROCAL RELATIONS; MULTIPLE PATHWAYS; STUDENTS;
ORIENTATION
AB Online assignment is a global and growing phenomenon in higher education that
presents significant motivational challenges for many online students. Yet, little
is known on the motivational beliefs of students towards online assignment, and
none on how in combination they affect student behavior when it comes to online
assignment. This present study aims to identify online assignment motivation
profiles based on achievement goal theory (mastery- and performanceapproach goals)
and expectancy-value theory (expectancy and value components). Latent profile
analysis (LPA) was used to examine if homogenous latent profiles exist within a
sample of 612 college students in China. Our findings identified four distinct
profiles: High Motivation, Moderate Motivation, Low Goal Orientation/Moderate
Expectancy-Value, and Very High Goal Orientation/Very Low Expectancy-Value. Our
findings further revealed that profile membership was associated with self-
regulation of online assignment behavior, including handling distraction, arranging
the environment, managing time, monitoring motivation, emotion management, and
cognitive reappraisal. Finally, supplemental analyses showed the added benefit of
integrating both achievement goal and expectancy-value theories when forming online
assignment motivation profiles. These findings indicated the importance of
promoting multiple motivational beliefs to better support self-regulation of online
assignment behavior. The present study suggests that understanding online
assignment motivation profiles can provide new insights into promoting an adaptive
online learning environment and help online instructors enhance and sustain their
students' motivation with online assignment (e.g., to provide differentiated
support based on the motivational needs of online students in each profile).
C1 [Xu, Jianzhong] Mississippi State Univ, Dept Counseling Educ Psychol & Fdn,
Mississippi State, MS 39762 USA.
[Xu, Jianzhong] Univ Macau, Fac Educ, Zhuhai, Peoples R China.
C3 Mississippi State University; University of Macau
RP Xu, JZ (corresponding author), Mississippi State Univ, Dept Counseling Educ
Psychol & Fdn, Mississippi State, MS 39762 USA.; Xu, JZ (corresponding author),
Univ Macau, Fac Educ, Zhuhai, Peoples R China.
EM jx18@[Link]
RI Xu, Jianzhong/O-3066-2019
OI Xu, Jianzhong/0000-0002-0269-4590
CR Asparouhov T., 2014, MPLUS WEB NOTES, V21, P1, DOI DOI
10.1080/10705511.2014.915181
Babaali P, 2015, INT J MATH EDUC SCI, V46, P687, DOI
10.1080/0020739X.2014.997318
Bailey D.R., 2020, COMPUT ASSIST LANG L, V21, P178
Beckman K, 2021, STUD HIGH EDUC, V46, P821, DOI 10.1080/03075079.2019.1654450
Boekaerts M, 2005, APPL PSYCHOL-INT REV, V54, P199, DOI 10.1111/j.1464-
0597.2005.00205.x
Bollen K. A, 1989, STRUCTURAL EQUATIONS
Bowman CR, 2014, J LEARN DES, V7, P47
Burns EC, 2019, J RES SCI TEACH, V56, P1060, DOI 10.1002/tea.21546
Cellar DF, 2011, J BUS PSYCHOL, V26, P467, DOI 10.1007/s10869-010-9201-6
Cherney MR, 2018, SMALL GR RES, V49, P98, DOI 10.1177/1046496417721627
Ciani KD, 2010, PSYCHOL SPORT EXERC, V11, P127, DOI
10.1016/[Link].2009.04.005
Clark S.L., 2009, RELATING LATENT CLAS
Cohen J., 1988, STAT POWER ANAL BEHA, V2nd ed., DOI DOI 10.4324/9780203771587
Conley AM, 2012, J EDUC PSYCHOL, V104, P32, DOI 10.1037/a0026042
Cooper H, 2006, REV EDUC RES, V76, P1, DOI 10.3102/00346543076001001
Corno L, 2004, TEACH COLL REC, V106, P1669, DOI 10.1111/j.1467-9620.2004.00400.x
Corno L., 1993, EDUC RESEARCHER, V22, P14, DOI [10.3102/0013189X022002014, DOI
10.3102/0013189X022002014]
Corno L, 2011, EDUC PSYCHOL HANDB, P361
Deci EL, 2000, PSYCHOL INQ, V11, P227, DOI 10.1207/S15327965PLI1104_01
Demosthenous G., 2020, INT J TECH EDUC SCI, V4, P108
Du JX, 2016, COMPUT HUM BEHAV, V63, P948, DOI 10.1016/[Link].2016.06.021
Du JX, 2016, LEARN INDIVID DIFFER, V48, P29, DOI 10.1016/[Link].2016.03.002
Du JX, 2015, COMPUT EDUC, V82, P152, DOI 10.1016/[Link].2014.11.014
Eccles JS, 2020, CONTEMP EDUC PSYCHOL, V61, DOI 10.1016/[Link].2020.101859
Eccles JS, 2002, ANNU REV PSYCHOL, V53, P109, DOI
10.1146/[Link].53.100901.135153
Elliot A. J., 2005, HDB COMPETENCE MOTIV, P3, DOI DOI 10.1037/0022-0167.51.1.115
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Fan HY, 2017, EDUC RES REV-NETH, V20, P35, DOI 10.1016/[Link].2016.11.003
Fryer LK, 2014, COMPUT EDUC, V74, P26, DOI 10.1016/[Link].2014.01.008
Hackel TS, 2016, CONTEMP EDUC PSYCHOL, V46, P73, DOI
10.1016/[Link].2016.04.005
Harackiewicz JM, 2008, J EDUC PSYCHOL, V100, P105, DOI 10.1037/0022-
0663.100.1.105
Hickendorff M, 2018, LEARN INDIVID DIFFER, V66, P4, DOI
10.1016/[Link].2017.11.001
Hoffman AJ, 2019, J EDUC PSYCHOL, V111, P1498, DOI 10.1037/edu0000348
Ismailov M, 2021, ASIA-PAC EDUC RES, V30, P263, DOI 10.1007/s40299-021-00569-7
Johnson N., 2019, TRACKING ONLINE ED C
Jung T, 2008, SOC PERSONAL PSYCHOL, V2, P302, DOI 10.1111/j.1751-
9004.2007.00054.x
 Karabenick SA, 2004, J EDUC PSYCHOL, V96, P569, DOI 10.1037/0022-0663.96.3.569
King RB, 2014, CONTEMP EDUC PSYCHOL, V39, P42, DOI
10.1016/[Link].2013.12.002
Kokoc M, 2021, EDUC TECHNOL SOC, V24, P223
Kumar A., 2017, J INFORM TECHNOLOGY, V19, P3, DOI
[10.1080/15228053.2017.1294867, DOI 10.1080/15228053.2017.1294867]
Lazarides R, 2020, J EDUC PSYCHOL, V112, P70, DOI 10.1037/edu0000368
Lee K, 2019, INTERNET HIGH EDUC, V41, P25, DOI 10.1016/[Link].2018.12.001
Lengkanawati N.S., 2021, P 4 SRIW U LEARN ED, P351
Linnenbrink-Garcia L, 2018, J EDUC PSYCHOL, V110, P1026, DOI 10.1037/edu0000245
Linnenbrink-Garcia L, 2012, EDUC PSYCHOL-US, V47, P281, DOI
10.1080/00461520.2012.722515
Madamurk K, 2021, COMPUT EDUC, V161, DOI 10.1016/[Link].2020.104058
Magalhaes P, 2020, COMPUT EDUC, V152, DOI 10.1016/[Link].2020.103869
Marsh HW, 2006, PERSPECT PSYCHOL SCI, V1, P133, DOI 10.1111/j.1745-
6916.2006.00010.x
Martin F, 2018, ONLINE LEARN, V22, P205, DOI 10.24059/olj.v22i1.1092
Meissel K, 2016, BRIT J EDUC PSYCHOL, V86, P92, DOI 10.1111/bjep.12103
Moffitt RL, 2020, COMPUT EDUC, V143, DOI 10.1016/[Link].2019.103654
Motz BA, 2021, ONLINE LEARN, V25, P70, DOI 10.24059/olj.v25i1.2475
Murayama K, 2009, J EDUC PSYCHOL, V101, P432, DOI 10.1037/a0014221
Muthen L.K., 1998, MPLUS USERS GUIDE, V8th
Nylund KL, 2007, STRUCT EQU MODELING, V14, P535, DOI 10.1080/10705510701575396
O'Neill K, 2021, INTERNET HIGH EDUC, V48, DOI 10.1016/[Link].2020.100776
Padgett C, 2021, INTERNET HIGH EDUC, V49, DOI 10.1016/[Link].2020.100789
Pintrich PR, 2000, J EDUC PSYCHOL, V92, P544, DOI 10.1037/0022-0663.92.3.544
Pintrich PR, 2003, J EDUC PSYCHOL, V95, P667, DOI 10.1037/0022-0663.95.4.667
Ramdass D, 2011, J ADV ACAD, V22, P194, DOI 10.1177/1932202X1102200202
Richards-Babb M, 2015, J CHEM EDUC, V92, P1813, DOI 10.1021/[Link].5b00294
Richardson JTE, 2011, EDUC RES REV-NETH, V6, P135, DOI
10.1016/[Link].2010.12.001
Seaman J.E., 2018, GRADE INCREASE TRACK
Seaton M, 2014, EDUC PSYCHOL-UK, V34, P49, DOI 10.1080/01443410.2013.825232
Senko C, 2008, CONTEMP EDUC PSYCHOL, V33, P561, DOI
10.1016/[Link].2007.12.001
Senko C, 2015, MOTIV EMOTION, V39, P477, DOI 10.1007/s11031-015-9474-1
Senko C, 2011, EDUC PSYCHOL-US, V46, P26, DOI 10.1080/00461520.2011.538646
Sideridis GD, 2005, J EDUC PSYCHOL, V97, P366, DOI 10.1037/0022-0663.97.3.366
Rangel VS, 2020, SCI EDUC, V104, P1041, DOI 10.1002/sce.21593
Sun ML, 2019, PSYCHOL SCHOOLS, V56, P465, DOI 10.1002/pits.22206
Thompson CG, 2017, BASIC APPL SOC PSYCH, V39, P81, DOI
10.1080/01973533.2016.1277529
Tila D, 2020, COMMUNITY COLL J RES, V44, P163, DOI 10.1080/10668926.2018.1564089
Urdan T, 2020, CONTEMP EDUC PSYCHOL, V61, DOI 10.1016/[Link].2020.101862
Wang FH, 2021, COMPUT EDUC, V168, DOI 10.1016/[Link].2021.104209
Wang HH, 2021, ETR&D-EDUC TECH RES, V69, P553, DOI 10.1007/s11423-021-09940-3
Whipp JL, 2004, ETR&D-EDUC TECH RES, V52, P5, DOI 10.1007/BF02504714
Wigfield A., 2006, HDB CHILD PSYCHOL SO, V3, P933, DOI DOI
10.1002/9780470147658.CHPSY0315
Wigfield A., 2015, HDB CHILD PSYCHOL DE, P657, DOI DOI
10.1002/9781118963418.CHILDPSY316
Wigfield A, 2010, DEV REV, V30, P1, DOI 10.1016/[Link].2009.12.001
Williamson VM, 2017, CHEM EDUC RES PRACT, V18, P785, DOI 10.1039/c7rp00052a
Winne P.H., 2000, HDB SELF REGULATION, P531, DOI DOI 10.1016/B978-012109890-
2/50045-7
Xu JZ, 2008, ELEM SCHOOL J, V109, P82, DOI 10.1086/592368
Xu JZ, 2008, EDUC PSYCHOL MEAS, V68, P304, DOI 10.1177/0013164407301531
Xu JZ, 2020, PSICOTHEMA, V32, P469, DOI 10.7334/psicothema2020.60
Xu JZ, 2022, CURR PSYCHOL, V41, P4501, DOI 10.1007/s12144-020-00953-4
 Xu JZ, 2021, EUR J PSYCHOL EDUC, V36, P359, DOI 10.1007/s10212-020-00472-7
Xu JZ, 2019, EUR J PSYCHOL ASSESS, V35, P666, DOI 10.1027/1015-5759/a000455
Xu JZ, 2018, MEASUREMENT, V115, P243, DOI 10.1016/[Link].2017.10.050
Xu JZ, 2017, LEARN INDIVID DIFFER, V60, P10, DOI 10.1016/[Link].2017.10.003
Xu JZ, 2016, J PSYCHOEDUC ASSESS, V34, P351, DOI 10.1177/0734282915603542
Xu JZ, 2015, PSYCHOL SCHOOLS, V52, P419, DOI 10.1002/pits.21826
Xu JZ, 2015, COMPUT EDUC, V81, P304, DOI 10.1016/[Link].2014.10.024
Xu JZ, 2013, INTERNET HIGH EDUC, V19, P1, DOI 10.1016/[Link].2013.03.001
Yalcin A., 2020, MEHMET AKIF ERSOY U, V53, P206, DOI [10.21764/ maeuefd.610406,
DOI 10.21764/MAEUEFD.610406]
Yang FY, 2018, J PSYCHOEDUC ASSESS, V36, P863, DOI 10.1177/0734282917714905
Yang FY, 2015, J PSYCHOEDUC ASSESS, V33, P268, DOI 10.1177/0734282914548326
Yushau B., 2014, INT J MATH TRENDS TE, V8, P12, DOI DOI 10.14445/22315373/IJMTT-
V8P503
Zhou Y, 2020, FRONT PSYCHIATRY, V11, DOI 10.3389/fpsyt.2020.00462
Zhou Y, 2017, ASIA-PAC EDUC RES, V26, P239, DOI 10.1007/s40299-017-0344-3
Zimmerman BJ, 2002, ADOLESCENCE EDUC, P1
NR 100
TC 7
Z9 7
U1 16
U2 48
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
EI 1873-782X
J9 COMPUT EDUC
JI Comput. Educ.
PD FEB
PY 2022
VL 177
AR 104367
DI 10.1016/[Link].2021.104367
EA NOV 2021
PG 17
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Computer Science; Education & Educational Research
GA XA2AW
UT WOS:000720457700008
DA 2022-12-25
ER

PT J
AU Naismith, LM
Lajoie, SP
AF Naismith, Laura M.
Lajoie, Susanne P.
TI Motivation and emotion predict medical students' attention to
computer-based feedback
SO ADVANCES IN HEALTH SCIENCES EDUCATION
LA English
DT Article
DE Achievement emotions; Achievement goal orientations; Attention; Clinical
reasoning; Computer learning environments; Feedback; Undergraduate
medical education
ID ACHIEVEMENT GOALS; VIRTUAL PATIENTS; HIERARCHICAL MODEL; ORIENTATIONS;
SKILLS; SHAME; EXPERIENCES; VARIABLES; EDUCATION; CONTEXT
AB Students cannot learn from feedback unless they pay attention to it. This study
investigated relationships between the personal factors of achievement goal
orientations, achievement emotions, and attention to feedback in BioWorld, a
computer environment for learning clinical reasoning. Novice medical students (N =
28) completed questionnaires to measure their achievement goal orientations and
then thought aloud while solving three endocrinology patient cases and reviewing
corresponding expert solutions. Questionnaires administered after each case
measured participants' experiences of five feedback emotions: pride, relief, joy,
shame, and anger. Attention to individual text segments of the expert solutions was
modelled using logistic regression and the method of generalized estimating
equations. Participants did not attend to all of the feedback that was available to
them. Performance-avoidance goals and shame positively predicted attention to
feedback, and performance-approach goals and relief negatively predicted attention
to feedback. Aspects of how the feedback was displayed also influenced
participants' attention. Findings are discussed in terms of their implications for
educational theory as well as the design and use of computer learning environments
in medical education.
C1 [Naismith, Laura M.] Ctr Addict & Mental Hlth, 33 Russell St,Room 2051, Toronto,
ON M5S 2S1, Canada.
[Lajoie, Susanne P.] McGill Univ, Dept Educ & Counselling Psychol, Montreal, PQ,
Canada.
C3 University of Toronto; University Toronto Affiliates; Centre for
Addiction & Mental Health - Canada; McGill University
RP Naismith, LM (corresponding author), Ctr Addict & Mental Hlth, 33 Russell
St,Room 2051, Toronto, ON M5S 2S1, Canada.
EM [Link]@[Link]
OI Naismith, Laura/0000-0003-3294-7090
FU McGill University; Social Sciences and Humanities Research Council of
Canada [410-2008-1117]; Social Sciences and Humanities Research Council
of Canada
FX This work was funded in part by grants awarded to Susanne P. Lajoie from
McGill University and the Social Sciences and Humanities Research
Council of Canada (Grant No. 410-2008-1117). Laura M. Naismith received
doctoral fellowships from Richard H. Tomlinson (through McGill
University) and the Social Sciences and Humanities Research Council of
Canada. The authors wish to acknowledge Maedeh Kazemitabar and Cynthia
Psaradellis for their assistance with data collection and Robert
Bracewell for his assistance with the statistical analysis.
CR Allison P. D., 1999, LOGISTIC REGRESSION
Artino AR, 2010, MED EDUC, V44, P1203, DOI 10.1111/j.1365-2923.2010.03712.x
Artino AR, 2012, MED TEACH, V34, P240, DOI 10.3109/0142159X.2012.643265
Azevedo R., 2006, HDB ED PSYCHOL, V2, P803
Bearman M, 2003, ACAD MED, V78, P538, DOI 10.1097/00001888-200305000-00021
Berman NB, 2016, ACAD MED, V91, P1217, DOI 10.1097/ACM.0000000000001146
Bewick V, 2005, CRIT CARE, V9, P112, DOI 10.1186/cc3045
Botezatu M, 2010, BMC MED EDUC, V10, DOI 10.1186/1472-6920-10-91
Bynum WE, 2014, MED EDUC, V48, P1045, DOI 10.1111/medu.12521
Calcott RD, 2014, J EXP PSYCHOL GEN, V143, P1393, DOI 10.1037/a0035060
Candea DM, 2017, COGNITION EMOTION, V31, P1684, DOI
10.1080/02699931.2016.1243518
Chen HC, 2016, MED EDUC, V50, P203, DOI 10.1111/medu.12885
Chi MTH, 1997, J LEARN SCI, V6, P271, DOI 10.1207/s15327809jls0603_1
Conati C, 2013, INT J ARTIF INTELL E, V23, P136, DOI 10.1007/s40593-013-0002-8
Cook DA, 2010, ACAD MED, V85, P1589, DOI 10.1097/ACM.0b013e3181edfe13
Critchley LAH, 2009, ANAESTH INTENS CARE, V37, P637, DOI
10.1177/0310057X0903700408
Daniels LM, 2009, J EDUC PSYCHOL, V101, P948, DOI 10.1037/a0016096
 DeShon RP, 2005, J APPL PSYCHOL, V90, P1096, DOI 10.1037/0021-9010.90.6.1096
DMello S.K., 2010, INT J ARTIF INTELL E, V20, P361, DOI DOI 10.3233/JAI-2010-012
Dunlosky J, 2011, Q J EXP PSYCHOL, V64, P467, DOI 10.1080/17470218.2010.502239
Dunphy BC, 2010, ADV HEALTH SCI EDUC, V15, P229, DOI 10.1007/s10459-009-9194-y
DWECK CS, 1986, AM PSYCHOL, V41, P1040, DOI 10.1037/0003-066X.41.10.1040
Dweck's, 2005, HDB COMPETENCE MOTIV, P52
Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
Elliot AJ, 2001, EDUC PSYCHOL REV, V13, P139, DOI 10.1023/A:1009057102306
Ericsson K.A., 1993, PROTOCOL ANAL VERBAL
Eva KW, 2012, ADV HEALTH SCI EDUC, V17, P15, DOI 10.1007/s10459-011-9290-7
Evensen DH, 2001, J EDUC PSYCHOL, V93, P659, DOI 10.1037//0022-0663.93.4.659
Frederiksen C., 2012, STAT TREATMENT QUALI
Gauthier G., 2008, INTELLIGENT TUTORING, P68
Ghisletta P, 2004, J EDUC BEHAV STAT, V29, P421, DOI 10.3102/10769986029004421
Harrison CJ, 2015, ADV HEALTH SCI EDUC, V20, P229, DOI 10.1007/s10459-014-9524-6
Harrison CJ, 2013, MED EDUC, V47, P734, DOI 10.1111/medu.12209
Hattie J, 2007, REV EDUC RES, V77, P81, DOI 10.3102/003465430298487
Hautz WE, 2017, TEACH LEARN MED, V29, P196, DOI 10.1080/10401334.2016.1254636
Helmich E, 2012, MED EDUC, V46, P1074, DOI 10.1111/medu.12019
Horowitz G, 2010, J EXP EDUC, V78, P215, DOI 10.1080/00220970903352746
Hulleman CS, 2010, PSYCHOL BULL, V136, P422, DOI 10.1037/a0018947
Huwendiek S, 2009, MED EDUC, V43, P580, DOI 10.1111/j.1365-2923.2009.03369.x
Immordino-Yang MH, 2007, MIND BRAIN EDUC, V1, P3, DOI 10.1111/j.1751-
228X.2007.00004.x
Janssen O, 2007, J OCCUP ORGAN PSYCH, V80, P235, DOI 10.1348/096317906X103410
Lajoie SP., 2013, INT HDB METACOGNITIO, P229, DOI [10.1007/978-1-4419-5546-3_16,
DOI 10.1007/978-1-4419-5546-3_16]
LeBlanc VR, 2015, ADV HEALTH SCI EDUC, V20, P265, DOI 10.1007/s10459-014-9516-6
LIANG KY, 1986, BIOMETRIKA, V73, P13, DOI 10.1093/biomet/73.1.13
Linnenbrink-Garcia L, 2012, EDUC PSYCHOL-US, V47, P281, DOI
10.1080/00461520.2012.722515
Madjar N, 2015, ADV HEALTH SCI EDUC, V20, P45, DOI 10.1007/s10459-014-9506-8
Mason B. J., 2001, 9 CLASS U NEBR CTR I
Mauss I, 2009, COGNITION EMOTION, V23, P209, DOI 10.1080/02699930802204677
McConnell MM, 2012, ACAD MED, V87, P1316, DOI 10.1097/ACM.0b013e3182675af2
McConnell MM, 2011, COGNITION EMOTION, V25, P1184, DOI
10.1080/02699931.2010.524396
Merriman KK, 2012, J APPL SOC PSYCHOL, V42, P2776, DOI 10.1111/j.1559-
1816.2012.00961.x
Midgley C., 2000, MANUAL PATTERNS ADAP
Murayama K, 2011, J EDUC PSYCHOL, V103, P238, DOI 10.1037/a0021948
Naismith L, 2010, LECT NOTES COMPUT SC, V6095, P242
Payne SC, 2007, J APPL PSYCHOL, V92, P128, DOI 10.1037/0021-9010.92.1.128
Pekrun R, 2002, EDUC PSYCHOL-US, V37, P91, DOI 10.1207/S15326985EP3702_4
Pekrun R., 2000, MOTIVATIONAL PSYCHOL, VVolume 131, P143, DOI [10.1016/S0166-
4115(00)80010-2, DOI 10.1016/S0166-4115(00)80010-2]
Pekrun R, 2006, EDUC PSYCHOL REV, V18, P315, DOI 10.1007/s10648-006-9029-9
Pekrun R, 2014, EDUC PSYCHOL HANDB, P120
Pekrun R, 2014, LEARN INSTR, V29, P115, DOI 10.1016/[Link].2013.09.002
Pekrun R, 2011, CONTEMP EDUC PSYCHOL, V36, P36, DOI
10.1016/[Link].2010.10.002
Pekrun R, 2009, J EDUC PSYCHOL, V101, P115, DOI 10.1037/a0013383
Poulos A, 2008, ASSESS EVAL HIGH EDU, V33, P143, DOI 10.1080/02602930601127869
Sargeant J, 2008, ADV HEALTH SCI EDUC, V13, P275, DOI 10.1007/s10459-006-9039-x
Shute VJ, 2008, REV EDUC RES, V78, P153, DOI 10.3102/0034654307313795
SO YeonHee, 2008, korean journal of medical education, V20, P37
Song H., 2010, THESIS
Tabachnick B.G., 2007, USING MULTIVARIATE S, VVolume 5, P481
Telio S, 2015, ACAD MED, V90, P609, DOI 10.1097/ACM.0000000000000560
 Teunissen PW, 2009, ACAD MED, V84, P910, DOI 10.1097/ACM.0b013e3181a858ad
van de Ridder JMM, 2015, MED EDUC, V49, P658, DOI 10.1111/medu.12744
VanLehn K., 1989, FDN COGNITIVE SCI, P1
Velan GM, 2002, MED TEACH, V24, P412, DOI 10.1080/01421590220145806
Wahlgren Carl-Fredrik, 2006, BMC Med Educ, V6, P40, DOI 10.1186/1472-6920-6-40
Walker Erin, 2012, Intelligent Tutoring Systems. Proceedings 11th International
Conference (ITS 2012), P222, DOI 10.1007/978-3-642-30950-2_28
Watling C, 2012, MED EDUC, V46, P192, DOI 10.1111/j.1365-2923.2011.04126.x
NR 76
TC 14
Z9 15
U1 2
U2 25
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1382-4996
EI 1573-1677
J9 ADV HEALTH SCI EDUC
JI Adv. Health Sci. Educ.
PD AUG
PY 2018
VL 23
IS 3
BP 465
EP 485
DI 10.1007/s10459-017-9806-x
PG 21
WC Education & Educational Research; Education, Scientific Disciplines;
Health Care Sciences & Services
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Education & Educational Research; Health Care Sciences & Services
GA GN6BK
UT WOS:000439156000003
PM 29243052
DA 2022-12-25
ER

PT J
AU Lin, CD
Lin, BYJ
AF Lin, Chia-Der
Lin, Blossom Yen-Ju
TI Training demands on clerk burnout: determining whether achievement goal
motivation orientations matter
SO BMC MEDICAL EDUCATION
LA English
DT Article
DE Achievement goal motivation; Clerkship; Training demands; Burnout;
Medical students
ID MEDICAL-STUDENTS; WORKING-CONDITIONS; CLINICAL STUDENTS;
CLUSTER-ANALYSIS; SKILLS; UNDERGRADUATE; TRANSITION; STRESS;
PERSONALITY; SPORT
AB Background: In the education field, learning experiences are considered
learners' properties and are viewed as a key determinant in explaining learners'
learning processes, especially for training novices such as clerks with varying
levels of commitment to the medical profession. This study explored whether clerks'
achievement goal motivation orientations might buffer the negative well-being to a
certain extent, considering their training demands during clinical training.
Methods: Ninety-four clerks at a tertiary medical center were longitudinally
traced during their 2-year clerkship spanning from September 2013 to April 2015.
Web-based, validated, structured, self-administered questionnaires were used to
evaluate the clerks' properties of achievement goal motivation orientation and
personal background at the beginning of the clerkship. Regular surveys were
conducted to evaluate their perceptions of training demands and burnout at each
specialty rotation. Overall, 2230 responses were analyzed, and linear mixed-effects
models were used to examine the repeated measures of the clerks.
Results: The results revealed that higher perceived psychological and physical
demands of training were related to higher perceived burnout during the 2-year
clerkship. Although both the clerks' task and ego orientations were related to
reduced burnout (direct effects), only task orientation was indicated to exert a
buffering effect on their perception of physical demands on burnout in the 1st year
of the clerkship.
Conclusions: Considering the negative effects of training demands (psychological
and physical), we observed a limited effect of the task achievement motivation
orientation of medical students; therefore, additional studies might focus on
strategies to facilitate medical students in clerkships in addressing both the
psychological and physical demands inherent in training workplaces to improve their
learning experience and well-being.
C1 [Lin, Chia-Der] China Med Univ Hosp, Dept Otolaryngol, Dept Educ, Taichung,
Taiwan.
[Lin, Blossom Yen-Ju] China Med Univ, Sch Med, Med Sociol, 91 Hsueh Shih Rd,
Taichung 40402, Taiwan.
C3 China Medical University Taiwan; China Medical University Hospital -
Taiwan; China Medical University Taiwan
RP Lin, BYJ (corresponding author), China Med Univ, Sch Med, Med Sociol, 91 Hsueh
Shih Rd, Taichung 40402, Taiwan.
EM yenju1115@[Link]
FU Taiwan Ministry of Science and Technology [MOST 102-2511-S-039-001-MY3]
FX Taiwan Ministry of Science and Technology (MOST 102-2511-S-039-001-MY3).
CR AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
[Anonymous], 2005, LMEMWP0305 SPSS
Beaumont R., 2012, ANAL REPEATED MEASUR
Bensadon BA, 2013, ACAD MED, V88, P1630, DOI 10.1097/ACM.0b013e3182a7f071
Bhutani Jaikrit, 2012, Indian J Psychol Med, V34, P332, DOI 10.4103/0253-
7176.108206
Blohm M, 2014, BMC MED EDUC, V14, DOI 10.1186/1472-6920-14-71
BUTLER R, 1992, J PERS SOC PSYCHOL, V62, P934, DOI 10.1037/0022-3514.62.6.934
Chang A, 2008, MED EDUC, V42, P1118, DOI 10.1111/j.1365-2923.2008.03191.x
Cumming J, 2002, J SPORT SCI, V20, P127, DOI 10.1080/026404102317200837
Degen C, 2014, BMC MED EDUC, V14, DOI 10.1186/1472-6920-14-119
Dornan T, 2004, BMJ-BRIT MED J, V329, P834, DOI 10.1136/bmj.329.7470.834
Dornan T, 2007, MED EDUC, V41, P84, DOI 10.1111/j.1365-2929.2006.02652.x
Dornan T, 2014, ADV HEALTH SCI EDUC, V19, P721, DOI 10.1007/s10459-014-9501-0
Duda J. L., 2001, ADV MOTIVATION SPORT, P129, DOI DOI 10.1007/978-1-4899-2271-7
DUDA JL, 1992, J EDUC PSYCHOL, V84, P290, DOI 10.1037/0022-0663.84.3.290
DWECK CS, 1988, PSYCHOL REV, V95, P256, DOI 10.1037/0033-295X.95.2.256
El-bar N, 2013, ISR J HEALTH POLICY, V2, DOI 10.1186/2045-4015-2-31
Fischer N, 2016, INT ARCH OCC ENV HEA, V89, P583, DOI 10.1007/s00420-015-1096-0
Gardner AK, 2016, AM J SURG, V211, P321, DOI 10.1016/[Link].2015.07.028
Gleichgerrcht E, 2013, PLOS ONE, V8, DOI 10.1371/[Link].0061526
Godefrooij MB, 2010, BMC MED EDUC, V10, DOI 10.1186/1472-6920-10-28
Gomez-Lopez M, 2013, COLLEGIUM ANTROPOL, V37, P707
Hall Debra S, 2007, Nurs Adm Q, V31, P68
Harwood C, 2003, RES Q EXERCISE SPORT, V74, P292, DOI
10.1080/02701367.2003.10609094
Hayes K, 2004, MED EDUC, V38, P1154, DOI 10.1111/j.1365-2929.2004.01980.x
 Hodge K, 2000, J SPORT EXERCISE PSY, V22, P256, DOI 10.1123/jsep.22.3.256
Jowkar Bahram, 2014, J Adv Med Educ Prof, V2, P33
Karasek R, 1998, J Occup Health Psychol, V3, P322, DOI 10.1037/1076-8998.3.4.322
Karasek R, 1990, HLTH WORK STRESS PRO
Karasek R.A., 1985, JOB CONTENT INSTRUME
Klein J, 2011, BMC HEALTH SERV RES, V11, DOI 10.1186/1472-6963-11-109
Lin CC, 2016, BMC MED EDUC, V16, DOI 10.1186/s12909-016-0553-0
Madjar N, 2011, BMC MED EDUC, V12, DOI 10.1186/1472-6920-12-4
Magnavita N, 2014, RADIOL MED, V119, P142, DOI 10.1007/s11547-013-0329-0
Murcia JAM, 2008, SPAN J PSYCHOL, V11, P181, DOI 10.1017/S1138741600004224
MOSS F, 1992, MED EDUC, V26, P17, DOI 10.1111/j.1365-2923.1992.tb00116.x
Nicholls J., 1984, RES MOTIVATION ED, V1, P39
Nicholls J.G., 1989, COMPETITIVE ETHOS DE
Ntoumanis N, 2001, P 10 WORLD C SPORT P, V3, P190
Park KO, 2007, J R SOC PROMO HEALTH, V127, P260, DOI 10.1177/1466424007084066
Pintrich P. R., 1996, MOTIVATION ED THEORY
Prince KJAH, 2000, ADV HEALTH SCI EDUC, V5, P105, DOI 10.1023/A:1009873003677
Prince KJAH, 2005, MED EDUC, V39, P704, DOI 10.1111/j.1365-2929.2005.02207.x
Radcliffe C, 2003, MED EDUC, V37, P32, DOI 10.1046/j.1365-2923.2003.01405.x
Roberts GC, 1998, J SPORT SCI, V16, P337, DOI 10.1080/02640419808559362
Roberts GC, 1991, 8 EUR FEPSAC C
Seabrook MA, 2004, MED EDUC, V38, P659, DOI 10.1111/j.1365-2929.2004.01823.x
Stamm B.H., 2009, PROFESSIONAL QUALITY
Stamm BH, 2010, CONCISE PROQOL MANUA
Teunissen PW, 2011, MED EDUC, V45, P51, DOI 10.1111/j.1365-2923.2010.03755.x
van Hell EA, 2008, MED EDUC, V42, P830, DOI 10.1111/j.1365-2923.2008.03106.x
Van Hell EA, 2011, MED TEACH, V33, pE689, DOI 10.3109/0142159X.2011.611837
Vermetten YJ, 2001, CONTEMP EDUC PSYCHOL, V26, P149, DOI 10.1006/ceps.1999.1042
Wang CKJ, 2001, J SPORT EXERCISE PSY, V23, P1, DOI 10.1123/jsep.23.1.1
Wang ZH, 2014, J OCCUP HEALTH, V56, P73, DOI 10.1539/joh.13-0108-OA
Wenrich M, 2010, MED EDUC ONLINE, V15, DOI 10.3402/meo.v15i0.5295
Williams ES, 2002, HEALTH SERV RES, V37, P121
NR 57
TC 9
Z9 11
U1 0
U2 26
PU BIOMED CENTRAL LTD
PI LONDON
PA 236 GRAYS INN RD, FLOOR 6, LONDON WC1X 8HL, ENGLAND
SN 1472-6920
J9 BMC MED EDUC
JI BMC Med. Educ.
PD AUG 22
PY 2016
VL 16
AR 214
DI 10.1186/s12909-016-0742-x
PG 8
WC Education & Educational Research; Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Education & Educational Research
GA DT9KX
UT WOS:000381819400002
PM 27549217
OA Green Published, gold
DA 2022-12-25
ER
PT J
AU Cetinkalp, ZK
AF Cetinkalp, Zisan Kazak
TI Psychometric properties of the Turkish version of the 2x2 achievement
goals questionnaire for sport
SO ENERGY EDUCATION SCIENCE AND TECHNOLOGY PART B-SOCIAL AND EDUCATIONAL
STUDIES
LA English
DT Article
DE Achievement goal; Psychometric properties; Questionnaire
ID HIERARCHICAL MODEL; PHYSICAL-EDUCATION; APPROACH-AVOIDANCE; MOTIVATION;
RELIABILITY; VALIDITY; SCALE; VALIDATION; TEACHERS; STUDENTS
AB The purpose of this study was to examine the psychometric properties of the
Turkish version of the 2x2 Achievement Goals Questionnaire for Sport (2x2 AGQ-S)
which was originally developed in English by Conroy et al. The questionnaire was
completed by 449 athletes, including 194 females and 255 males with a mean age of
21.52 2.63 years from different sports. Confirmatory factor analysis (CFA) was
employed to examine the 2x2 achievement goal model and confirm its validity.
Findings on the construct validity of the scale ( (2)/df = 3.12, RMSEA = 0.06, GFI
= 0.92, NNFI =0.97, CFI = 0.98 for the model with all factors correlated) were
consistent with the original scale's four-factor structure. The Cronbach's alpha
coefficients were 0.94 for the mastery-approach factor, 0.75 for the mastery-
avoidance factor, 0.88 for the performance-approach factor, and 0.73 for the
performance-avoidance factor. Results from the present study indicate that the 2x2
achievement goal model provides a reliable and valid measure of achievement goals
for Turkish athletes.
C1 Ege Univ, Phys Educ & Sports Sch, TR-35100 Izmir, Turkey.
C3 Ege University
RP Cetinkalp, ZK (corresponding author), Ege Univ, Phys Educ & Sports Sch, TR-35100
Izmir, Turkey.
EM [Link]@[Link]
RI Kazak, Zisan/AAO-7006-2021; Kazak, Zişan/AAO-6528-2021
OI Kazak, Zişan/0000-0001-7588-411X
CR Adie JW, 2008, MOTIV EMOTION, V32, P189, DOI 10.1007/s11031-008-9095-z
Akpinar IA, 2012, ENER EDUC SCI TECH-B, V4, P867
AMES C, 1988, J EDUC PSYCHOL, V80, P260, DOI 10.1037/0022-0663.80.3.260
AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
BENCH CJ, 1993, PSYCHOL MED, V23, P579, DOI 10.1017/S0033291700025368
BENTLER PM, 1980, PSYCHOL BULL, V88, P588, DOI 10.1037/0033-2909.107.2.238
BENTLER PM, 1990, PSYCHOL BULL, V107, P238, DOI 10.1037/0033-2909.88.3.588
Bollen K. A., 1989, WILEY SERIES PROBABI
Browne M. W., 1993, SOCIOL METHOD RES, P136
Chen LH, 2009, CONTEMP EDUC PSYCHOL, V34, P298, DOI
10.1016/[Link].2009.06.006
Conroy DE, 2008, REV INT PSYCHOL SOC, V21, P109
Conroy DE, 2006, J SPORT EXERCISE PSY, V28, P69, DOI 10.1123/jsep.28.1.69
Conroy DE, 2003, J SPORT EXERCISE PSY, V25, P456, DOI 10.1123/jsep.25.4.456
Cumming SP, 2008, PSYCHOL SPORT EXERC, V9, P686, DOI
10.1016/[Link].2007.09.003
Cury F. D., 1999, 10 EUR C SPORT PSYCH, P153
DUDA JL, 1992, J EDUC PSYCHOL, V84, P290, DOI 10.1037/0022-0663.84.3.290
DWECK CS, 1988, PSYCHOL REV, V95, P256, DOI 10.1037/0033-295X.95.2.256
DWECK CS, 1986, AM PSYCHOL, V41, P1040, DOI 10.1037/0003-066X.41.10.1040
Elliot A.J., 2005, HDB COMPETENCE MOTIV
Elliot A.J., 1997, ADV MOTIVATION ACHIE, V10, P243
Elliot AJ, 1999, J EDUC PSYCHOL, V91, P549, DOI 10.1037/0022-0663.91.3.549
Elliot AJ, 1999, EDUC PSYCHOL-US, V34, P169, DOI 10.1207/s15326985ep3403_3
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
 Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
Elliot AJ, 1996, J PERS SOC PSYCHOL, V70, P461, DOI 10.1037/0022-3514.70.3.461
Elliot AJ, 2001, EDUC PSYCHOL REV, V13, P139, DOI 10.1023/A:1009057102306
Guan J, 2007, ANN M AM ALL HLTH PH
Gungormus HA, 2012, ENER EDUC SCI TECH-B, V4, P1209
Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
Korkmaz O, 2012, ENER EDUC SCI TECH-B, V4, P1279
Morris RL, 2008, J SPORT SCI, V26, P465, DOI 10.1080/02640410701579388
Morris RL, 2009, INT J SPORT EXERC PS, V7, P185, DOI
10.1080/1612197X.2009.9671899
NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
Oksuz Y, 2012, ENER EDUC SCI TECH-B, V4, P1395
Pintrich PR, 2000, CONTEMP EDUC PSYCHOL, V25, P92, DOI 10.1006/ceps.1999.1017
Roberts GC, 1998, J SPORT SCI, V16, P337, DOI 10.1080/02640419808559362
Schermelleh-Engel K, 2003, METHODS PSYCHOL RES, V8, P23, DOI DOI
10.1002/0470010940
Semerci C, 2012, ENER EDUC SCI TECH-B, V4, P1269
Steiger J. H., 1980, ANN SPRING M PSYCH S
STEIGER JH, 1990, MULTIVAR BEHAV RES, V25, P173, DOI 10.1207/s15327906mbr2502_4
Unlu H, 2012, ENER EDUC SCI TECH-B, V4, P971
Wang CKJ, 2007, PSYCHOL SPORT EXERC, V8, P147, DOI
10.1016/[Link].2005.08.012
Wang CKJ, 2002, BRIT J EDUC PSYCHOL, V72, P433, DOI 10.1348/000709902320634401
Yilmaz B, 2012, ENER EDUC SCI TECH-B, V4, P197
Yilmaz M, 2011, ENER EDUC SCI TECH-B, V3, P713
NR 45
TC 0
Z9 0
U1 0
U2 3
PU SILA SCIENCE
PI TRABZON
PA UNIV MAH,MEKAN SOK NO 24, TRABZON, 00000, TURKEY
SN 1308-7711
J9 ENER EDUC SCI TECH-B
JI Energy Educ. Sci. Technol.-Pt. B
PD OCT
PY 2012
VL 4
IS 4
BP 2523
EP 2532
PG 10
WC Education & Educational Research; Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Education & Educational Research
GA 948LN
UT WOS:000304504800064
DA 2022-12-25
ER

PT J
AU Shen, L
Lee, J
Chen, CZ
Zhang, T
AF Shen, Liang
Lee, Joonyoung
 Chen, Changzhou
Zhang, Tao
TI High School Adolescents' Physical Activity and Physical Fitness: A 3 x 2
Achievement Goal Approach
SO SUSTAINABILITY
LA English
DT Article
DE achievement goals; motivation; physical fitness; physical activity;
adolescents
ID SELF-DETERMINED MOTIVATION; INTRINSIC MOTIVATION; PSYCHOLOGICAL NEEDS;
COLLEGE-STUDENTS; SOCIAL GOALS; EDUCATION; OBESITY; PREVALENCE; HEALTH;
CHILDHOOD
AB Previous research evidence showed deficient physical activity (PA) and physical
fitness (PF) performance levels among high school students. Personal goal
orientations motivate their behavior; therefore, it is essential to discover high
school students' goal orientations in PA and PF. Guided by the latest 3 x 2
achievement goal model, we examined the influence of six goal orientations on PA
and PF in high school students. A total of 792 high school students in China (54.5%
girls;M-age= 16.93 +/- 0.82) completed validated measurements assessing 3 x 2 goal
orientations for PA and PF. Stepwise multiple regression analyses were used to
analyze whether 3 x 2 achievement goal orientations significantly influenced the
study variables. Other-approach, self-approach, and task-avoidance goals
significantly predicted PA, and the 50-meter dash was predicted by other-approach
and self-avoidance goals. The self-approach goal was the only significant predictor
of the standing long jump. In conclusion, fostering self- and other-approach-
oriented environments with developmentally appropriate content in physical
education may have implications for enhancing high school students' PA and PF.
C1 [Shen, Liang] Shanghai Univ, Sch Phys Educ, Shanghai 200444, Peoples R China.
[Lee, Joonyoung; Zhang, Tao] Univ North Texas, Dept Kinesiol Hlth Promot &
Recreat, Denton, TX 76203 USA.
[Chen, Changzhou] Shanghai Univ Sport, Sch Leisure Sport, Shanghai 200438,
Peoples R China.
C3 Shanghai University; University of North Texas System; University of
North Texas Denton; Shanghai University of Sport
RP Zhang, T (corresponding author), Univ North Texas, Dept Kinesiol Hlth Promot &
Recreat, Denton, TX 76203 USA.
EM shenliang@[Link]; joonyounglee@[Link]; [Link]@[Link];
[Link]@[Link]
RI Lee, Joonyoung/AAE-1719-2022
OI Lee, Joonyoung/0000-0002-3968-453X; Shen, Liang/0000-0002-7211-2234;
Zhang, Tao/0000-0002-8963-336X; Chen, Changzhou/0000-0002-0553-7013
CR Arbuckle J.M., 2017, IBM SPSS AMOSTM 25 U
Bagozzi R.P., 1988, J ACAD MARKET SCI, V16, P74, DOI [10.1007/BF02723327, DOI
10.1007/BF02723327]
Cano F, 2009, BRIT J EDUC PSYCHOL, V79, P131, DOI 10.1348/000709908X314928
Estrada JAC, 2011, PSICOTHEMA, V23, P51
Chen CZ, 2020, INT J ENV RES PUB HE, V17, DOI 10.3390/ijerph17010104
Corbin C.B., 2000, PRES COUNC PHYS FIT, V3, P1
Diseth A, 2015, INT J EDUC RES, V72, P59, DOI 10.1016/[Link].2015.04.011
Doherty B., 2019, JTRM KINESIOL, V5, P45
DUDA JL, 1992, J EDUC PSYCHOL, V84, P290, DOI 10.1037/0022-0663.84.3.290
DWECK CS, 1986, AM PSYCHOL, V41, P1040, DOI 10.1037/0003-066X.41.10.1040
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 1996, J PERS SOC PSYCHOL, V70, P461, DOI 10.1037/0022-3514.70.3.461
Elliot AJ, 2011, J EDUC PSYCHOL, V103, P632, DOI 10.1037/a0023952
ELLIOTT ES, 1988, J PERS SOC PSYCHOL, V54, P5, DOI 10.1037/0022-3514.54.1.5
Erturan-Ilker G, 2018, J SPORT HEALTH RES, V10, P91
Faith MS, 2011, OBES REV, V12, pe438, DOI 10.1111/j.1467-789X.2010.00843.x
Fan X, 2017, J SPORT HEALTH SCI, V6, P388, DOI 10.1016/[Link].2017.09.006
 Gao Z, 2008, INT J SPORT PSYCHOL, V39, P312
Gao Z, 2013, RES Q EXERCISE SPORT, V84, P313, DOI 10.1080/02701367.2013.814908
Gu XL, 2019, J SPORT SCI, V37, P1927, DOI 10.1080/02640414.2019.1605652
Gu XL, 2012, INT J SPORT PSYCHOL, V43, P385, DOI 10.7352/IJSP2012.43.385
Guan JM, 2006, J TEACH PHYS EDUC, V25, P58, DOI 10.1123/jtpe.25.1.58
Harwood CG, 2015, PSYCHOL SPORT EXERC, V18, P9, DOI
10.1016/[Link].2014.11.005
Hruby A, 2016, AM J PUBLIC HEALTH, V106, P1656, DOI 10.2105/AJPH.2016.303326
Juonala M, 2011, NEW ENGL J MED, V365, P1876, DOI 10.1056/NEJMoa1010112
Kowalski K. C., 2004, COLL KINESIOLOGY U S, V87, P1, DOI DOI 10.1186/2049-3258-
72-47
Lee J., 2019, ADV PHYS ED, V9, P314, DOI [10.4236/ape.2019.94022, DOI
10.4236/APE.2019.94022]
Lee J, 2020, CHILDREN-BASEL, V7, DOI 10.3390/children7030021
Lee J, 2020, INT J ENV RES PUB HE, V17, DOI 10.3390/ijerph17030733
Liu JL, 2017, J TEACH PHYS EDUC, V36, P292, DOI 10.1123/jtpe.2017-0030
Lochbaum M, 2013, PSYCHOL SPORT EXERC, V14, P161, DOI
10.1016/[Link].2012.09.004
Lower LM, 2016, INT J SPORT MANAG RE, V26, P45, DOI 10.5199/ijsmart-1791-874X-
26c
Martinez-Gomez D, 2009, REV ESP SALUD PUBLIC, V83, P427, DOI 10.1590/s1135-
57272009000300008
Mascret N, 2015, PSYCHOL SPORT EXERC, V17, P7, DOI
10.1016/[Link].2014.11.001
McEwan D, 2016, HEALTH PSYCHOL REV, V10, P67, DOI 10.1080/17437199.2015.1104258
Midgley C, 2001, J EDUC PSYCHOL, V93, P77, DOI 10.1037//0022-0663.93.1.77
Mo Z., 2019, CURR DEV NUTR S1, V3, P1402, DOI [10.1093/cdn/nzz050.P16-010-19,
DOI 10.1093/CDN/NZZ050.P16-010-19]
Mokdad AH, 2003, JAMA-J AM MED ASSOC, V289, P76, DOI 10.1001/jama.289.1.76
NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
Ogden CL, 2014, JAMA-J AM MED ASSOC, V311, P806, DOI 10.1001/jama.2014.732
Pajo, 2017, INTRO RES METHODS HA
Roberts G. C., 2007, HDB SPORT PSYCHOL, P3, DOI DOI 10.1002/9781118270011.CH1
Sharma M, 2011, ADV NUTR, V2, p207S, DOI 10.3945/an.111.000315
Shen B, 2007, J EXP EDUC, V75, P89, DOI 10.3200/JEXE.75.2.89-108
Skinner AC, 2016, OBESITY, V24, P1116, DOI 10.1002/oby.21497
Small M, 2013, HEALTH EDUC BEHAV, V40, P435, DOI 10.1177/1090198112467801
Standage M, 2003, J EDUC PSYCHOL, V95, P97, DOI 10.1037/0022-0663.95.1.97
Sun XR, 2014, PLOS ONE, V9, DOI [10.1371/[Link].0096503,
10.1371/[Link].0105469, 10.1371/[Link].0091068]
Wang C, 2016, INT J SIMUL MODEL, V15, P460, DOI 10.2507/IJSIMM15(3)6.347
Wang CKJ, 2007, PSYCHOL SPORT EXERC, V8, P147, DOI
10.1016/[Link].2005.08.012
Wang CKJ, 2009, RES Q EXERCISE SPORT, V80, P303, DOI
10.5641/027013609X13087704028679
Wang C, 2013, RES Q EXERCISE SPORT, V84, pS12, DOI 10.1080/02701367.2013.850993
Wang JCK, 2016, PSYCHOL SPORT EXERC, V23, P13, DOI
10.1016/[Link].2015.10.004
Wang XQ, 2016, INT J ENV RES PUB HE, V13, DOI 10.3390/ijerph13040397
WHO, 2010, SCREENING DONATED BLOOD FOR TRANSFUSION: TRANSMISSIBLE INFECTIONS, P1
Wilson PM, 2003, J APPL SOC PSYCHOL, V33, P2373, DOI 10.1111/j.1559-
1816.2003.tb01890.x
Xiang M, 2017, SCHOOL PSYCHOL INT, V38, P647, DOI 10.1177/0143034317717582
Zhang T, 2016, RES Q EXERCISE SPORT, V87, P182, DOI
10.1080/02701367.2016.1159279
NR 58
TC 3
Z9 3
U1 1
U2 14
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD AUG
PY 2020
VL 12
IS 15
AR 6005
DI 10.3390/su12156005
PG 9
WC Green & Sustainable Science & Technology; Environmental Sciences;
Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA MZ5GT
UT WOS:000559153300001
OA Green Published, gold
DA 2022-12-25
ER

PT J
AU Zhang, YQ
Guan, XL
Ahmed, MZ
Jobe, MC
Ahmed, O
AF Zhang, Yaqi
Guan, Xiangli
Ahmed, Md Zahir
Jobe, Mary C.
Ahmed, Oli
TI The Association between University Students' Achievement Goal
Orientation and Academic Engagement: Examining the Mediating Role of
Perceived School Climate and Academic Self-Efficacy
SO SUSTAINABILITY
LA English
DT Article
DE achievement goal orientation; perceived school climate; academic
self-efficacy; academic engagement
ID MOTIVATION; PERCEPTIONS; PERFORMANCE; CLASSROOM; ABILITY
AB Enhancing academic engagement in university students can help enrich students'
educational experience. Drawing on the Conservation of Resources Model and the Job
Demand-Resources Model, this study aims to explore the links between
undergraduates' achievement goal orientation and academic engagement (AE), by
examining the mediating functions of perceived school climate (PSC) and academic
self-efficacy (ASE). Using whole-group sampling, 571 Chinese undergraduates were
selected using a self-reporting method to explore the impacts of mastery-approach
goals (MAGs) and performance-avoidance goals (PAGs) on AE, as well as the chain
mediating effects of PSC and ASE. The findings show that both MAGs and PAGs have a
positive, direct, predictive effect on university students' AE. Additionally, both
goal orientations indirectly predict AE through PSC and ASE, separately. The
results showed there was also a significant chain mediating effect of PSC and ASE,
where for both goal orientations, AE was positively predicted. This study
highlights the role of environmental as well as personal factors in facilitating
self-regulated learning among university students, and it discusses implications
for future research.
C1 [Zhang, Yaqi] Northwest Normal Univ, Sch Educ, Lanzhou 730070, Peoples R China.
[Guan, Xiangli] Yuxi Normal Univ, Sch Teacher Educ, Yuxi 653100, Peoples R
China.
[Ahmed, Md Zahir] Northwest Normal Univ, Sch Psychol, Lanzhou 730070, Peoples R
China.
[Jobe, Mary C.] George Washington Univ, Dept Psychol & Brain Sci, Washington, DC
20052 USA.
[Ahmed, Oli] Univ Chittagong, Dept Psychol, Chattogram 4331, Bangladesh.
C3 Northwest Normal University - China; Yuxi Normal University; Northwest
Normal University - China; George Washington University; University of
Chittagong
RP Guan, XL (corresponding author), Yuxi Normal Univ, Sch Teacher Educ, Yuxi
653100, Peoples R China.
EM 2018103027@[Link]; guanxiangli@[Link]; ahmedzahirdu@[Link];
[Link].16@[Link]; polash131@[Link]
RI Ahmed, Oli/AAT-7170-2020
OI Ahmed, Oli/0000-0001-8540-8037; AHMED, MD ZAHIR/0000-0001-9281-1262;
Jobe, Mary/0000-0001-7106-7120
FU Yunnan Provincial Philosophy and Social Science Planning Youth Project
[QN2018055]
FX This research was funded by Yunnan Provincial Philosophy and Social
Science Planning Youth Project under grant No. QN2018055.
CR Abd-Elmotaleb M., 2013, J ED LEARNING, V2, P119, DOI [10.5539/jel.v2n3p117, DOI
10.5539/JEL.V2N3P117]
AMES C, 1984, J EDUC PSYCHOL, V76, P478, DOI 10.1037/0022-0663.76.3.478
AMES C, 1988, J EDUC PSYCHOL, V80, P260, DOI 10.1037/0022-0663.80.3.260
AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
[白学军 Bai Xuejun], 2013, [心理科学, Journal of Psychological Science], V36, P1413
Bakker A.B., 2003, EUR J WORK ORGAN PSY, V12, P393, DOI DOI
10.1080/13594320344000165
BANDURA A, 1977, PSYCHOL REV, V84, P191, DOI 10.1037/0033-295X.84.2.191
BANDURA A, 1986, J SOC CLIN PSYCHOL, V4, P359, DOI 10.1521/jscp.1986.4.3.359
Baudoin N., 2022, INT J SCH ED PSYCHOL, V10, P77, DOI
[10.1080/21683603.2020.1813227, DOI 10.1080/21683603.2020.1813227]
Bell BS, 2002, J APPL PSYCHOL, V87, P497, DOI 10.1037//0021-9010.87.3.497
Boekaerts M., 2000, HDB SELF REGULATION, P417, DOI [10.1016/B978-012109890-
2/50042-1, DOI 10.1016/B978-012109890-2/50042-1]
Britner SL., 2001, J WOMEN MINORITIES S, V7, P271, DOI
[10.1615/JWomenMinorScienEng.v7.i4.10, DOI 10.1615/JWOMENMINORSCIENENG.V7.I4.10]
Carmona-Halty M, 2021, CURR PSYCHOL, V40, P2938, DOI 10.1007/s12144-019-00227-8
Chyung S.Y., 2010, J EFFECTIVE TEACHING, V10, P22
Cohen J, 2009, TEACH COLL REC, V111, P180
Datu JAD, 2019, SCHOOL PSYCHOL INT, V40, P456, DOI 10.1177/0143034319854474
de Vera J.V., 2022, OPEN J SOC SCI, V10, P170, DOI [10.4236/jss.2022.103012, DOI
10.4236/JSS.2022.103012]
Del Toro J, 2021, LEARN INSTR, V75, DOI 10.1016/[Link].2021.101482
Elliot AJ, 1999, EDUC PSYCHOL-US, V34, P169, DOI 10.1207/s15326985ep3403_3
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Mateos NE, 2021, SUSTAINABILITY-BASEL, V13, DOI 10.3390/su13010068
Fatou N, 2018, SOC PSYCHOL EDUC, V21, P427, DOI 10.1007/s11218-017-9422-x
Garcia-Martinez I, 2021, INT J ENV RES PUB HE, V18, DOI 10.3390/ijerph18126586
Greene BA, 1996, CONTEMP EDUC PSYCHOL, V21, P181, DOI 10.1006/ceps.1996.0015
Gutierrez M, 2019, EDUC PSYCHOL-UK, V39, P729, DOI 10.1080/01443410.2019.1566519
Hayes A.F., 2012, PROCESS VERSATILE CO
HOBFOLL SE, 1989, AM PSYCHOL, V44, P513, DOI 10.1037/0003-066X.44.3.513
Hood S, 2021, CBE-LIFE SCI EDUC, V20, DOI 10.1187/cbe.19-12-0271
Hsieh PH, 2007, J ADV ACAD, V18, P454, DOI 10.4219/jaa-2007-500
 Jia YM, 2009, CHILD DEV, V80, P1514, DOI 10.1111/j.1467-8624.2009.01348.x
Kalina C., 2009, EDUCATION, V130, P241, DOI DOI 10.1037/0022-0663.93.3.571
Kudusheva N., 2022, CYPRIOT J ED SCI, V17, P615, DOI [10.18844/cjes.v17i2.6857,
DOI 10.18844/CJES.V17I2.6857]
Kuh GD, 2008, J HIGH EDUC-UK, V79, P540, DOI 10.1353/jhe.0.0019
Kuo TM, 2021, INTERNET HIGH EDUC, V51, DOI 10.1016/[Link].2021.100819
Li YQT, 2021, PHYS REV PHYS EDUC R, V17, DOI
10.1103/PhysRevPhysEducRes.17.010143
Lin TJ, 2021, INT J SCI EDUC, V43, P1193, DOI 10.1080/09500693.2021.1904523
Liu H.-J., 2003, PSYCHOL DEV ED, V18, P64, DOI [10.3969/[Link].1001-
4918.2003.02.012, DOI 10.3969/[Link].1001-4918.2003.02.012]
Lombardi E, 2021, BEHAV SCI-BASEL, V11, DOI 10.3390/bs11070103
Lorsbach A., 1999, LEARNING ENVIRON RES, V2, P157, DOI [10.1023/A:1009902810926,
DOI 10.1023/A:1009902810926]
Loukas A., 2007, LEADERSHIP COMPASS, V5, P1
Madamurk K, 2021, COMPUT EDUC, V161, DOI 10.1016/[Link].2020.104058
Midgley C., 2000, MANUAL PATTERNS ADAP
Miller AL, 2021, MOTIV EMOTION, V45, P327, DOI 10.1007/s11031-021-09881-7
Pintrich PR, 2000, J EDUC PSYCHOL, V92, P544, DOI 10.1037/0022-0663.92.3.544
Pintrich PR, 2000, CONTEMP EDUC PSYCHOL, V25, P92, DOI 10.1006/ceps.1999.1017
Sakiz H, 2017, EDUC PSYCHOL-UK, V37, P611, DOI 10.1080/01443410.2016.1225001
SALMELAARO K, 2017, BURNOUT RES, V0007
Schaufeli W.B., 2002, J HAPPINESS STUD, V3, P71, DOI [DOI
10.1023/A:1015630930326, 10.1023/A:1015630930326]
SCHUNK DH, 1990, EDUC PSYCHOL, V25, P71, DOI 10.1207/s15326985ep2501_6
Senko C, 2013, LEARN INDIVID DIFFER, V24, P1, DOI 10.1016/[Link].2012.11.003
Shih SS, 2021, J EDUC RES, V114, P1, DOI 10.1080/00220671.2020.1861584
Shin M, 2021, COMMUN EDUC, V70, P146, DOI 10.1080/03634523.2020.1828959
Sideridis GD, 2005, J EDUC PSYCHOL, V97, P366, DOI 10.1037/0022-0663.97.3.366
Sins PHM, 2008, CONTEMP EDUC PSYCHOL, V33, P58, DOI
10.1016/[Link].2006.12.004
Storlie CA, 2020, J CAREER DEV, V47, P44, DOI 10.1177/0894845319828541
Tapola A, 2008, BRIT J EDUC PSYCHOL, V78, P291, DOI 10.1348/000709907X205272
TINTO V, 1975, REV EDUC RES, V45, P89, DOI 10.2307/1170024
Truta C, 2018, SUSTAINABILITY-BASEL, V10, DOI 10.3390/su10124637
TSCHANNENMORAN M, 2006, J SCH LEADERSHIP, V16, P386, DOI DOI
10.1177/105268460601600402
Wu P.C., 2006, EFFECTS GOAL ORIENTA
You JW, 2021, HIGH EDUC, V81, P367, DOI 10.1007/s10734-020-00545-y
NR 61
TC 0
Z9 0
U1 19
U2 20
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD MAY
PY 2022
VL 14
IS 10
AR 6304
DI 10.3390/su14106304
PG 13
WC Green & Sustainable Science & Technology; Environmental Sciences;
Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA 1O7EJ
UT WOS:000801490300001
OA gold
DA 2022-12-25
ER

PT J
AU Durmaz, TB
Fuertes, JL
Imbert, R
AF Durmaz, Taygun B.
Fuertes, Jose L.
Imbert, Ricardo
TI Influence of Gamification Elements on Explicit Motive Dispositions
SO IEEE ACCESS
LA English
DT Article
DE Achievement-goal; education; explicit motives; gamification;
human-computer interaction; motivation; motivational affordances; user
experience
ID ACHIEVEMENT GOALS; IMPLICIT; FAILURE; FEAR; AFFILIATION
AB Explicit motive dispositions are the psychological needs that drive the behavior
and play a predictive role in the selection of the achievement goal. In the
presence of situational incentive cues, the variables of explicit motive
dispositions may arouse/suppress. Similar to these incentive cues, gamification
elements (such as leaderboards, points, badges, etc.) offer motivational
affordances that either increase or decrease performance and engagement depending
on the agent's perception. However, this similarity, and the effects of
motivational affordances on the agent's explicit motive disposition and the
selection of subsequent achievement goals, have not been thoroughly investigated.
In this paper, the gamification elements (leaderboard and points) of the DRACO
gamification system are redesigned to provoke explicit motive dispositions of the
students. The results of the field study revealed that the experiment group had a
significantly lower fear of failure and power motives (both hope and fear), fewer
selections of performance-avoidance goals, and performed better based on theory
exams and course grades compared to the control group. Consequently, it supports
the hypothesis that gamification elements could provoke explicit motive
dispositions and could affect the subsequent achievement goal selection, and the
design of the gamification elements could be a determinant factor in this behavior
change. Furthermore, this study contributes a systematic Spanish translation of the
UMS-3 questionnaire.
C1 [Durmaz, Taygun B.] Univ Politecn Madrid, ETS Ingn Informat, Madrid 28660,
Spain.
[Fuertes, Jose L.; Imbert, Ricardo] Univ Politecn Madrid, Dept Lenguajes &
Sistemas Informat & Ingn Software, ETS Ingn Informat, Madrid 28660, Spain.
C3 Universidad Politecnica de Madrid; University of Sevilla; Universidad
Politecnica de Madrid; University of Sevilla
RP Durmaz, TB (corresponding author), Univ Politecn Madrid, ETS Ingn Informat,
Madrid 28660, Spain.
EM [Link]@[Link]
RI Fuertes, Jose Luis/L-2274-2014; Imbert, Ricardo/M-1268-2014
OI Fuertes, Jose Luis/0000-0001-8242-6774; Imbert,
Ricardo/0000-0002-7738-4941
CR Adam AM, 2020, J SCI RES REP, V26, P90, DOI [10.9734/jsrr/2020/v26i530263, DOI
10.9734/JSRR/2020/V26I530263, 10.9734/JSRR/2020/v26i530263]
BARTLETT MS, 1951, BIOMETRIKA, V38, P337, DOI 10.1093/biomet/38.3-4.337
 Bipp T, 2014, PERS INDIV DIFFER, V64, P157, DOI 10.1016/[Link].2014.02.039
Chernbumroong S, 2017, 2017 INTERNATIONAL CONFERENCE ON DIGITAL ARTS, MEDIA AND
TECHNOLOGY (ICDAMT): DIGITAL ECONOMY FOR SUSTAINABLE GROWTH, P230, DOI
10.1109/ICDAMT.2017.7904967
Conroy DE, 2004, ANXIETY STRESS COPIN, V17, P271, DOI
10.1080/1061580042000191642
Cork Institute of Technology, 2022, RESP RAT
Deterding S., 2011, P CHI, P1
Elliot A. J., 2008, APA PSYCTESTS, DOI [10.1037/t00024-000, DOI 10.1037/T00024-
000]
Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
Engel J. R, 2014, FUNDAMENTALS SOCIAL
Furukawa R, 2016, NURS HEALTH SCI, V18, P450, DOI 10.1111/nhs.12291
Gomez-Lopez M, 2021, INT J SPORTS SCI COA, V16, P658, DOI
10.1177/1747954120975107
Hair J.F., 2006, MULTIVARIATE DATA AN, V6th ed.
Hamari J, 2014, P ANN HICSS, P3025, DOI 10.1109/HICSS.2014.377
Jia Y, 2016, 34TH ANNUAL CHI CONFERENCE ON HUMAN FACTORS IN COMPUTING SYSTEMS,
CHI 2016, P2001, DOI 10.1145/2858036.2858515
Jolliffe I. T., 2002, PRINCIPAL COMPONENT, V2nd
KAISER HF, 1974, EDUC PSYCHOL MEAS, V34, P111, DOI 10.1177/001316447403400115
King RB, 2016, PERS INDIV DIFFER, V99, P190, DOI 10.1016/[Link].2016.04.093
Locke E. A, 1982, ENCY MANAGEMENT, V3rd
McClelland D. C., 1991, PERSONAL VALUE QUEST
McClelland D.C., 1985, HUMAN MOTIVATION
Molenaar B, 2021, CHILDREN-BASEL, V8, DOI 10.3390/children8070591
Nunnally J.C., 1994, PSYCHOMETRIC THEORY, DOI DOI 10.1037/018882
Pan Y., 2005, CENSUS BUREAU GUIDEL
Pohlmann K, 1997, DIAGNOSTICA, V43, P63
Reeve, 2018, UNDERSTANDING MOTIVA
Rosas JS, 2015, INT J PSYCHOL RES, V8, P10, DOI 10.21500/20112084.641
Schattke K, 2022, Z PSYCHOL, V230, P290, DOI 10.1027/2151-2604/a000481
Schonbrodt FD, 2012, J RES PERS, V46, P725, DOI 10.1016/[Link].2012.08.010
Schultheiss OC, 1999, J PERS, V67, P1, DOI 10.1111/1467-6494.00046
Shalley E. C., 2013, NEW DEV GOAL STTING, P343
Sokolowski K, 2000, J PERS ASSESS, V74, P126, DOI 10.1207/S15327752JPA740109
STREINER DL, 1994, CAN J PSYCHIAT, V39, P135, DOI 10.1177/070674379403900303
Thrash TM, 2002, J PERS, V70, P729
Tusal T, 2020, ELEKT SOSYAL BILIMLE, V19, P1827
Vandewalle D, 2001, ORGAN DYN, V30, P162, DOI 10.1016/S0090-2616(01)00050-X
Wegner M, 2014, PSYCHOL SPORT EXERC, V15, P588, DOI
10.1016/[Link].2014.06.001
Werbach K., 2012, WIN GAME THINKING CA
Wikman JM, 2014, INT J SPORT EXERC PS, V12, P185, DOI
10.1080/1612197X.2014.881070
Wisse B, 2019, EUR J WORK ORGAN PSY, V28, P742, DOI
10.1080/1359432X.2019.1635584
NR 40
TC 0
Z9 0
U1 0
U2 0
PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC
PI PISCATAWAY
PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA
SN 2169-3536
J9 IEEE ACCESS
JI IEEE Access
PY 2022
VL 10
BP 118058
EP 118071
DI 10.1109/ACCESS.2022.3220254
PG 14
WC Computer Science, Information Systems; Engineering, Electrical &
Electronic; Telecommunications
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science; Engineering; Telecommunications
GA 6I5CW
UT WOS:000886145500001
OA gold
DA 2022-12-25
ER

PT J
AU Khodaverdi, Z
OBrien, W
Duncan, M
Clark, CCT
AF Khodaverdi, Zeinab
OBrien, Wesley
Duncan, Michael
Clark, Cain C. T.
TI Motor competence interventions in children and adolescents - theoretical
and atheoretical approaches: A systematic review
SO JOURNAL OF SPORTS SCIENCES
LA English
DT Review; Early Access
DE Achievement Goal Theory; Dynamic Systems Theory; Social-Cognitive
theory; Youth; Motor Skills Interventions
ID FUNDAMENTAL MOVEMENT SKILLS; PHYSICAL-ACTIVITY INTERVENTION;
PRESCHOOL-CHILDREN; INSTRUCTIONAL CLIMATES; BALL SKILLS; EDUCATION;
CHILDHOOD; PROGRAM; KINDERGARTEN; FITNESS
AB This study aimed to compare for the first time the immediate and retention
effects of theory-based and atheoretical motor competence (MC) interventions, by
conducting a systematic review to determine which intervention approach resulted in
the most improvements for motor outcomes. In accordance with PRISMA guidelines,
studies were identified from searches across seven databases, for articles relating
to theory-based (Achievement Goal Theory, Dynamic Systems Theory, and Social-
Cognitive Theory) and atheoretically-derived MC interventions in typically
developing children and adolescents. Publication bias was assessed using an adapted
form of Consolidated Standards of Reporting Trials statement. Of the thirty two
included studies, seventeen utilized theory-based intervention approaches. The
majority of studies were grounded in Achievement Goal Theory. Also, the majority of
MC interventions elicited immediate (short) and/or long-term effects for children
and adolescents. Studies varied with regards to intervention components and MC
assessment. Many studies scored poorly for risk of bias items. Overall, the levels
of success for theoretical and atheoretical intervention programmes were not
distinguishable. Findings open up new horizons for motor skills instruction to be
taught using developmentally appropriate pedagogy, a research field which has
gained significant traction among stakeholders in recent years.
C1 [Khodaverdi, Zeinab] Columbia Univ, Teachers Coll, Dept Biobehav Sci, New York,
NY 10027 USA.
[OBrien, Wesley] Univ Coll Cork, Sch Educ, Sports Studies & Phys Educ Programme,
Cork, Ireland.
[Duncan, Michael] Coventry Univ, Res Ctr Sport Exercise & Life Sci, Coventry,
England.
[Clark, Cain C. T.] Coventy Univ, Res Ctr Intelligent Healthcare, Coventry,
England.
C3 Columbia University; Columbia University Teachers College; University
College Cork; Coventry University
RP Khodaverdi, Z (corresponding author), Columbia Univ, Teachers Coll, Dept
Biobehav Sci, New York, NY 10027 USA.
EM [Link]@[Link]
OI Khodaverdi, Zeinab/0000-0002-6925-5699; Duncan,
Michael/0000-0002-2016-6580; Clark, Dr. Cain/0000-0002-6610-4617
CR Altunsoz IH, 2016, PHYS EDUC SPORT PEDA, V21, P366, DOI
10.1080/17408989.2015.1017453
AMES C, 1988, J EDUC PSYCHOL, V80, P260, DOI 10.1037/0022-0663.80.3.260
AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
BANDURA A, 1989, AM PSYCHOL, V44, P1175, DOI 10.1037/0003-066X.44.9.1175
Bardid F, 2013, RES DEV DISABIL, V34, P4571, DOI 10.1016/[Link].2013.09.035
Barnett LM, 2010, RES Q EXERCISE SPORT, V81, P162
Barnett LM, 2009, INT J BEHAV NUTR PHY, V6, DOI 10.1186/1479-5868-6-48
Barnett LM, 2009, J ADOLESCENT HEALTH, V44, P252, DOI
10.1016/[Link].2008.07.004
Bedard C, 2018, FRONT PEDIATR, V5, DOI 10.3389/fped.2017.00298
Bellows LL, 2017, J SCI MED SPORT, V20, P997, DOI 10.1016/[Link].2017.04.003
Branta C, 1984, Exerc Sport Sci Rev, V12, P467
Cattuzzo MT, 2016, J SCI MED SPORT, V19, P123, DOI 10.1016/[Link].2014.12.004
Cliff DP, 2007, J SCI MED SPORT, V10, P263, DOI 10.1016/[Link].2006.07.003
Cliff DP, 2011, MED SCI SPORT EXER, V43, P90, DOI 10.1249/MSS.0b013e3181e741e8
Colombo-Dougovito A.M., 2017, INT J DISABIL HUM DE, V16, P141, DOI
[[Link] DOI 10.1515/IJDHD-2016-0015]
Connolly G.J., 2017, STRATEGIES, V30, P23, DOI
[[Link] DOI 10.1080/08924562.2017.1297750]
Coppens E, 2021, SCAND J MED SCI SPOR, V31, P23, DOI 10.1111/sms.13898
Corbetta D, 1999, INT J SPORT PSYCHOL, V30, P507
De Oliveira JA, 2019, RES DEV DISABIL, V84, P122, DOI 10.1016/[Link].2018.07.004
Duncan MJ, 2020, SPORTS, V8, DOI 10.3390/sports8020011
Epstein J.L., 1988, POLICIES AMERICAS PU, P89
Foulkes JD, 2017, PERCEPT MOTOR SKILL, V124, P393, DOI 10.1177/0031512516685200
Goodway J.D., 2019, UNDERSTANDING MOTOR
Goodway JD, 2003, ADAPT PHYS ACT Q, V20, P298, DOI 10.1123/apaq.20.3.298
Granacher U, 2011, J STRENGTH COND RES, V25, P940, DOI
10.1519/JSC.0b013e3181c7bb1e
Hardy L., 2013, NSW SCH PHYS ACTIVIT
Haywood K., 2020, HUMAN KINETICS
Higgins J.P.T., 2019, COCHRANE HDB SYSTEMA, V2nd ed., DOI DOI
10.1002/9781119536604
Holfelder B, 2014, PSYCHOL SPORT EXERC, V15, P382, DOI
10.1016/[Link].2014.03.005
Iivonen S, 2011, EARLY CHILD DEV CARE, V181, P335, DOI 10.1080/03004430903387461
Ismail H., 2021, TURKISH J COMPUTER M, V12, P418
Jimenez-Diaz J, 2019, J PHYS ACT HEALTH, V16, P657, DOI 10.1123/jpah.2018-0179
Jurak G, 2013, CENT EUR J PUBL HEAL, V21, P190, DOI 10.21101/cejph.a3823
Kalaja S, 2010, PERCEPT MOTOR SKILL, V111, P115, DOI
10.2466/[Link].111.4.115-128
Kalaja SP, 2012, PHYS EDUC SPORT PEDA, V17, P411, DOI
10.1080/17408989.2011.603124
Kelly L, 2021, PHYS EDUC SPORT PEDA, V26, P593, DOI
10.1080/17408989.2020.1834526
KELSO JAS, 1988, HUM MOVEMENT SCI, V7, P27, DOI 10.1016/0167-9457(88)90003-6
Khodaverdi Z, 2015, CHILD CARE HLTH DEV, V41, P903, DOI 10.1111/cch.12253
Khodaverdi Z, 2021, J MOTOR LEARN DEV, V9, P185, DOI 10.1123/jmld.2020-0030
Khodaverdi Z, 2016, J SPORT SCI, V34, P1523, DOI 10.1080/02640414.2015.1122202
Laukkanen A, 2015, PLOS ONE, V10, DOI 10.1371/[Link].0141124
 LOCKE EA, 1987, ACAD MANAGE REV, V12, P169, DOI 10.2307/258004
Logan SW, 2012, CHILD CARE HLTH DEV, V38, P305, DOI 10.1111/j.1365-
2214.2011.01307.x
Lubans DR, 2010, SPORTS MED, V40, P1019, DOI 10.2165/11536850-000000000-00000
Martin E.H., 2009, PHYS EDUC SPORT PEDA, V14, P227, DOI [DOI
10.1080/17408980801974952, [Link]
Matvienko O, 2010, AM J HEALTH PROMOT, V24, P299, DOI 10.4278/ajhp.08050146
McGrane B, 2018, J PHYS ACT HEALTH, V15, P89, DOI 10.1123/jpah.2016-0474
McKenzie TL, 2002, RES Q EXERCISE SPORT, V73, P238, DOI
10.1080/02701367.2002.10609017
Moher D, 2009, PLOS MED, V6, DOI [10.1371/[Link].1000097,
10.1136/bmj.b4037]
Morgan PJ, 2013, PEDIATRICS, V132, pE1361, DOI 10.1542/peds.2013-1167
Mulvey KL, 2020, SEX ROLES, V82, P550, DOI 10.1007/s11199-019-01079-z
Newell K., 1986, MOTOR DEV CHILDREN A
Newell K.M., 1986, MOTOR DEV CHILDREN A, VVolume 34, P341, DOI DOI 10.1007/978-
94-009-4460-2_19
NICHOLLS JG, 1985, J EDUC PSYCHOL, V77, P683, DOI 10.1037/0022-0663.77.6.683
Orwin R.G., 1994, HDB RES SYNTHESIS
Page MJ, 2021, BMJ-BRIT MED J, V372, DOI [10.1016/[Link].2021.105906,
10.1136/bmj.n71]
Palmer KK, 2017, SPORTS MED, V47, P2569, DOI 10.1007/s40279-017-0767-2
Piek JP, 2013, HUM MOVEMENT SCI, V32, P1086, DOI 10.1016/[Link].2012.08.004
Reilly JJ, 2006, BMJ-BRIT MED J, V333, P1041, DOI 10.1136/bmj.38979.623773.55
Riethmuller AM, 2009, PEDIATRICS, V124, pE782, DOI 10.1542/peds.2009-0333
Robinson LE, 2017, MED SCI SPORT EXER, V49, P2234, DOI
10.1249/MSS.0000000000001339
Robinson LE, 2011, RES Q EXERCISE SPORT, V82, P355
Robinson LE, 2009, RES Q EXERCISE SPORT, V80, P543
Robinson LE, 2009, RES Q EXERCISE SPORT, V80, P533, DOI
10.5641/027013609X13088500159480
Roth K, 2015, MED SCI SPORT EXER, V47, P2542, DOI 10.1249/MSS.0000000000000703
Rudisill ME, 2018, J PHYS EDUC RECREAT, V89, P26, DOI
10.1080/07303084.2018.1476940
Salmon J, 2008, INT J OBESITY, V32, P601, DOI 10.1038/[Link].0803805
Schmidt R.A., 2011, MOTOR CONTROL LEARNI, V5th ed., P581
Schulz KF, 2010, BMC MED, V8, DOI [10.1186/1741-7015-8-18, 10.1136/bmj.c332]
Smyth PJ, 1998, IRISH J PSYCHOL, V19, P532, DOI 10.1080/03033910.1998.10558213
Thelen E., 1998, HDB CHILD PSYCHOL
Valentini N, 2004, J TEACH PHYS EDUC, V23, P216, DOI 10.1123/jtpe.23.3.216
Valentini NC, 2004, ADAPT PHYS ACT Q, V21, P330, DOI 10.1123/apaq.21.4.330
van Beurden E, 2003, PREV MED, V36, P493, DOI 10.1016/S0091-7435(02)00044-0
Van Capelle A, 2017, J SCI MED SPORT, V20, P658, DOI 10.1016/[Link].2016.11.008
van Sluijs EMF, 2007, BMJ-BRIT MED J, V335, P703, DOI
10.1136/[Link]
Veldman SLC, 2017, J SCI MED SPORT, V20, P50, DOI 10.1016/[Link].2016.04.009
WHITE RW, 1959, PSYCHOL REV, V66, P297, DOI 10.1037/h0040934
Wick K, 2017, SPORTS MED, V47, P2045, DOI 10.1007/s40279-017-0723-1
Zask A, 2012, INT J BEHAV NUTR PHY, V9, DOI 10.1186/1479-5868-9-127
NR 80
TC 0
Z9 0
U1 0
U2 0
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 0264-0414
EI 1466-447X
J9 J SPORT SCI
JI J. Sports Sci.
DI 10.1080/02640414.2022.2148897
EA DEC 2022
PG 13
WC Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Sport Sciences
GA 6U5MC
UT WOS:000894409800001
PM 36469747
DA 2022-12-25
ER

PT J
AU Raufelder, D
Lazarides, R
Latsch, A
AF Raufelder, Diana
Lazarides, Rebecca
Laetsch, Alexander
TI How classmates' stress affects student's quality of motivation
SO STRESS AND HEALTH
LA English
DT Article
DE achievement goal theory; conservation of resources theory; motivation;
school form differences; self-determination theory; stress
ID ACHIEVEMENT GOAL THEORY; SCHOOL-RELATED STRESS; PERCEIVED STRESS;
PSYCHOSOMATIC SYMPTOMS; DEPRESSIVE SYMPTOMS; MULTILEVEL MODELS; SELF;
CONSERVATION; DIFFICULTIES; ASSOCIATION
AB Over the last decades, more and more adolescents and children feel chronically
stressed, which negatively affects their school performance. However, less is known
whether classmates' general stress affects an individual student's quality of
motivation. Therefore, based on conservation of resources theory, this study
examined the precise interplay between general stress and the quality of motivation
for students in high- and low-tracking schools considering potential context
effects. Results of multilevel multigroup structural equation models with
questionnaire data from 1,088 German students identified differences in the
relation between general stress and quality of motivation for students from
different school forms on both the within and between level.
C1 [Raufelder, Diana; Laetsch, Alexander] Ernst Moritz Arndt Univ Greifswald, Inst
Educ Sci, D-17487 Greifswald, Germany.
[Lazarides, Rebecca] Univ Potsdam, Dept Educ, Potsdam, Germany.
C3 Ernst Moritz Arndt Universitat Greifswald; University of Potsdam
RP Raufelder, D (corresponding author), Ernst Moritz Arndt Univ Greifswald, Inst
Educ Sci, D-17487 Greifswald, Germany.
OI Lazarides, Rebecca/0000-0003-0392-4981; Raufelder,
Diana/0000-0003-2977-4459
FU Volkswagen Foundation [II/84 452]
FX Volkswagen Foundation, Grant/Award Number: Schumpeter Fellowship, II/84
452
CR AMES C, 1988, J EDUC PSYCHOL, V80, P260, DOI 10.1037/0022-0663.80.3.260
AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
Baker SR, 2004, CURR PSYCHOL, V23, P189, DOI 10.1007/s12144-004-1019-9
Barr AM, 1998, PHYSIOL BEHAV, V64, P591, DOI 10.1016/S0031-9384(98)00060-2
Beisenkamp A., 2009, WIR SAGEN EUCH MAL W
Bell A, 2018, QUAL QUANT, V52, P2031, DOI 10.1007/s11135-017-0593-5
BERENDS M, 1995, BRIT J SOCIOL EDUC, V16, P327, DOI 10.1080/0142569950160304
Bergmuller S., 2007, SCHULSTRESS UNTER JU
 Bodanowitz J., 2017, DAK PRAVENTIONSRADAR
Bovaird J. A., 2007, MODELING CONTEXTUAL, P149
Brown T. A., 2015, CONFIRMATORY FACTOR, VSecond
Chouinard R, 2007, BRIT J EDUC PSYCHOL, V77, P501, DOI 10.1348/000709906X133589
COHEN S, 1983, J HEALTH SOC BEHAV, V24, P385, DOI 10.2307/2136404
Copeland WE, 2009, ARCH GEN PSYCHIAT, V66, P764, DOI
10.1001/archgenpsychiatry.2009.85
CRONBACH LJ, 1975, J EDUC PSYCHOL, V67, P717, DOI 10.1037/0022-0663.67.6.717
Deci E. L., 1985, INTRINSIC MOTIVATION
Dweck's, 2005, HDB COMPETENCE MOTIV, P52
Elliot AJ, 1999, EDUC PSYCHOL-US, V34, P169, DOI 10.1207/s15326985ep3403_3
Elliot AJ, 1996, J PERS SOC PSYCHOL, V70, P461, DOI 10.1037/0022-3514.70.3.461
Elliot AJ, 2017, HANDBOOK OF COMPETENCE AND MOTIVATION, 2 EDITION, P43
Enders CK, 2007, PSYCHOL METHODS, V12, P121, DOI 10.1037/1082-989X.12.2.121
Feld LD, 2015, J ADOLESCENCE, V41, P31, DOI 10.1016/[Link].2015.02.003
Grutzmacher L, 2015, PSYCHOL ERZ UNTERR, V62, P233, DOI 10.2378/peu2015.art18d
HARACKIEWICZ JM, 1993, J PERS SOC PSYCHOL, V65, P904, DOI 10.1037/0022-
3514.65.5.904
Harackiewicz JM, 2002, J EDUC PSYCHOL, V94, P638, DOI 10.1037//0022-
0663.94.3.638
Hobfoll S. E., 1988, ECOLOGY STRESS
HOBFOLL SE, 1993, J COMMUNITY PSYCHOL, V21, P128, DOI 10.1002/1520-
6629(199304)21:2<128::AID-JCOP2290210206>[Link];2-5
HOBFOLL SE, 1989, AM PSYCHOL, V44, P513, DOI 10.1037/0003-066X.44.3.513
Hobfoll SE, 2001, APPL PSYCHOL-INT REV, V50, P337, DOI 10.1111/1464-0597.00062
Horowitz JL, 2006, J CONSULT CLIN PSYCH, V74, P401, DOI 10.1037/0022-
006X.74.3.401
Hulleman CS, 2010, PSYCHOL BULL, V136, P422, DOI 10.1037/a0018947
Jackson Mark, 2013, AGE STRESS SCI SEARC
Kadivar P, 2011, PROCD SOC BEHV, V30, DOI 10.1016/[Link].2011.10.089
Kaplan D. S., 2005, SOC PSYCHOL EDUC, V8, P3, DOI [10.1007/s11218-004-3129-5,
DOI 10.1007/S11218-004-3129-5]
Kempler, 2003, INT J EDUC RES, V39, P319, DOI [DOI 10.1016/[Link].2004.06.002,
[Link]
Kleen JK, 2006, BEHAV NEUROSCI, V120, P842, DOI 10.1037/0735-7044.120.4.842
KREFT IGG, 1995, MULTIVAR BEHAV RES, V30, P1, DOI 10.1207/s15327906mbr3001_1
Latsch A, 2018, STRESS HEALTH, V34, P208, DOI 10.1002/smi.2774
Latsch A, 2017, LEARN INDIVID DIFFER, V58, P31, DOI 10.1016/[Link].2017.07.006
Liu Y., 2010, ED PSYCHOL, V31, P27
Liu YY, 2015, LEARN INDIVID DIFFER, V38, P123, DOI 10.1016/[Link].2015.02.002
Ludtke O, 2008, PSYCHOL METHODS, V13, P203, DOI 10.1037/a0012869
Luftenegger M, 2016, FRONT PSYCHOL, V7, DOI 10.3389/fpsyg.2016.00603
Lyons RF, 1998, J SOC PERS RELAT, V15, P579, DOI 10.1177/0265407598155001
Maaz K, 2008, CHILD DEV PERSPECT, V2, P99, DOI 10.1111/j.1750-8606.2008.00048.x
Marsh HW, 2008, EDUC PSYCHOL REV, V20, P319, DOI 10.1007/s10648-008-9075-6
Marsh HW, 2009, MULTIVAR BEHAV RES, V44, P764, DOI 10.1080/00273170903333665
MARSH HW, 1987, J EDUC PSYCHOL, V79, P280, DOI 10.1037/0022-0663.79.3.280
McInerney D. M., 2006, ED PSYCHOL CONSTRUCT
Muller F. H., 2007, SKALEN MOTIVATIONALE
Murberg TA, 2004, SCHOOL PSYCHOL INT, V25, P317, DOI 10.1177/0143034304046904
Muthen B.O., 2012, MPLUS USERS GUIDE, V7th
Muthen B. O., 2012, MPLUS WEB NOTES, V16
Natvig GK, 1999, J SCHOOL HEALTH, V69, P362, DOI 10.1111/j.1746-
1561.1999.tb06430.x
Oakes J., 2005, KEEPING TRACK
Oertel L, 2010, JUGEND GESUNDHEIT FO, P178
Paccagnella O, 2006, EVALUATION REV, V30, P66, DOI 10.1177/0193841X05275649
Park J, 2012, PSYCHIAT INVEST, V9, P143, DOI 10.4306/pi.2012.9.2.143
Pintrich PR, 2000, CONTEMP EDUC PSYCHOL, V25, P92, DOI 10.1006/ceps.1999.1017
 Raudenbush SW, 2002, HIERARCHICAL LINEAR
Richter T., 2002, Z MEDIENPSYCHOL, V14, P155, DOI [10.1026//1617-6383.14.4.155,
DOI 10.1026//1617-6383.14.4.155]
Riglin L, 2016, J CHILD PSYCHOL PSYC, V57, P481, DOI 10.1111/jcpp.12465
Romeo RD, 2015, NEUROBIOL STRESS, V1, P128, DOI 10.1016/[Link].2014.11.001
RYAN RM, 1989, J PERS SOC PSYCHOL, V57, P749, DOI 10.1037/0022-3514.57.5.749
Schiefele U, 2015, PADAGOGISCHE PSYCHOL, P153, DOI DOI 10.1007/978-3-642-41291-
2_7
Seiffge-Krenke I, 2006, NACH PISA STRESS SCH
Senko C, 2011, EDUC PSYCHOL-US, V46, P26, DOI 10.1080/00461520.2011.538646
Shinto T, 1998, JPN J EDUC PSYCHOL, V46, P442, DOI 10.5926/jjep1953.46.4_442
Spinath B., 2012, SELLMO SKALEN ERFASS
Sterley TL, 2018, NAT NEUROSCI, V21, P393, DOI 10.1038/s41593-017-0044-6
Thapar A, 2012, LANCET, V379, P1056, DOI 10.1016/S0140-6736(11)60871-4
Torsheim T, 2001, J ADOLESCENCE, V24, P701, DOI 10.1006/jado.2001.0440
Trautwein U, 2006, J EDUC PSYCHOL, V98, P788, DOI 10.1037/0022-0663.98.4.788
Urhahne D, 2008, PSYCHOL RUNDSCH, V59, P150, DOI 10.1026/0033-3042.59.3.150
Utman C H, 1997, Pers Soc Psychol Rev, V1, P170, DOI 10.1207/s15327957pspr0102_4
Valtin R, 2004, PSYCHOL ERZ UNTERR, V51, P52
Wood SK, 2015, NEUROBIOL STRESS, V1, P164, DOI 10.1016/[Link].2014.11.002
NR 77
TC 5
Z9 5
U1 6
U2 33
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1532-3005
EI 1532-2998
J9 STRESS HEALTH
JI Stress Health
PD DEC
PY 2018
VL 34
IS 5
BP 649
EP 662
DI 10.1002/smi.2832
PG 14
WC Psychology, Applied; Psychiatry; Psychology
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Psychology; Psychiatry
GA HD6CB
UT WOS:000452618300007
PM 30187629
DA 2022-12-25
ER

PT J
AU Vaessen, BE
Prins, FJ
Jeuring, J
AF Vaessen, Bram E.
Prins, Frans J.
Jeuring, Johan
TI University students' achievement goals and help-seeking strategies in an
intelligent tutoring system
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Intelligent tutoring systems; Interactive learning environments;
Learning strategies
ID EXAMPLE
AB Help seeking behavior in an intelligent tutoring system was analyzed to identify
help seeking strategies, and it was investigated whether the use of these
strategies could be predicted by achievement goal scores. Discrete Markov Models
and a k-means clustering algorithm were used to identify strategies, and logistic
regression analyses (n = 45) were used to analyze the relation between achievement
goals and strategy use. Five strategies were identified, three of which were
predicted by achievement goal scores. These strategies were labeled Little Help,
Click Through Help, Direct Solution, Step By Step, and Quick Solution. The Click
Through Help strategy was predicted by mastery avoidance goals, the Direct Solution
strategy was negatively predicted by mastery avoidance goals and positively
predicted by performance avoidance goals, and the Quick Solution strategy was
negatively predicted by performance approach goals. (C) 2013 Elsevier Ltd. All
rights reserved.
C1 [Vaessen, Bram E.; Prins, Frans J.] Univ Utrecht, Dept Educ, NL-3508 TC Utrecht,
Netherlands.
[Jeuring, Johan] Univ Utrecht, Dept Informat & Comp Sci, NL-3508 TB Utrecht,
Netherlands.
C3 Utrecht University; Utrecht University
RP Vaessen, BE (corresponding author), Nolenslaan 53, NL-3515 VD Utrecht,
Netherlands.
EM [Link]@[Link]; [Link]@[Link]; [Link]@[Link]
OI Jeuring, Johan/0000-0001-5645-7681; Prins, Frans/0000-0002-7898-2978
CR Aleven V, 2003, REV EDUC RES, V73, P277, DOI 10.3102/00346543073003277
Aleven V, 2000, LECT NOTES COMPUT SC, V1839, P292
Aleven V, 2010, EDUC PSYCHOL-US, V45, P224, DOI 10.1080/00461520.2010.517740
AMES R, 1982, J EDUC PSYCHOL, V74, P414, DOI 10.1037/0022-0663.74.3.414
Arbreton A, 1998, STRATEGIC HELP SEEKING IMPLICATIONS FOR LEARNING AND TEACHING,
P95
Baker Ryan, 2008, Journal of Interactive Learning Research, V19, P185
Bartholome T, 2006, COMPUT HUM BEHAV, V22, P113, DOI 10.1016/[Link].2005.01.007
Beal CR, 2008, J COMPUT ASSIST LEAR, V24, P507, DOI 10.1111/j.1365-
2729.2008.00288.x
Bong M, 2009, J EDUC PSYCHOL, V101, P879, DOI 10.1037/a0015945
CHI MTH, 1989, COGNITIVE SCI, V13, P145, DOI 10.1207/s15516709cog1302_1
DAVIS FD, 1989, MIS QUART, V13, P319, DOI 10.2307/249008
DECI EL, 1987, J PERS SOC PSYCHOL, V53, P1024, DOI 10.1037/0022-3514.53.6.1024
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 2008, J EDUC PSYCHOL, V100, P613, DOI 10.1037/0022-0663.100.3.613
Faul F, 2009, BEHAV RES METHODS, V41, P1149, DOI 10.3758/BRM.41.4.1149
Graesser AC, 2005, IEEE T EDUC, V48, P612, DOI 10.1109/TE.2005.856149
Grasel C., 2000, LEARNING ENV RES, V3, P287, DOI [10.1023/A:1011421732004, DOI
10.1023/A:1011421732004]
Hofer M., 1996, Z BERUFS WIRTSCHAFTS, P53
Huet N, 2011, COMPUT HUM BEHAV, V27, P413, DOI 10.1016/[Link].2010.09.003
Jeuring Johan, 2012, Central European Functional Programming School. 4th Summer
School, CEFP 2011. Revised Selected Papers, P1, DOI 10.1007/978-3-642-32096-5_1
Karabenick SA, 2004, J EDUC PSYCHOL, V96, P569, DOI 10.1037/0022-0663.96.3.569
Karabenick SA, 2011, LEARN INSTR, V21, P290, DOI
10.1016/[Link].2010.07.007
Kock M, 2011, USER MODEL USER-ADAP, V21, P51, DOI 10.1007/s11257-010-9087-z
Koedinger K.R., 1997, INT J ARTIFICIAL INT, V8, P30, DOI DOI 10.1007/s40593-015-
0082-8
Kuhl J., 1985, ACTION CONTROL COGNI, DOI [10.1007/978-3-642-69746-3, DOI
10.1007/978-3-642-69746-3_6]
MAEHR ML, 1989, RES MOTIVATION ED, V3
Nelson Gall Sharon, 1981, DEV REV, V1, P224, DOI [DOI 10.1016/0273-
2297(81)90019-8, 10.1016/0273-2297(81)90019-8arXiv:0273, DOI 10.1016/0273-
2297(81)90019-8ARXIV:0273]
PIROLLI P, 1994, COGNITION INSTRUCT, V12, P235, DOI 10.1207/s1532690xci1203_2
Renkl A, 2003, EDUC PSYCHOL-US, V38, P15, DOI 10.1207/S15326985EP3801_3
Renkl A, 1997, COGNITIVE SCI, V21, P1, DOI 10.1207/s15516709cog2101_1
Roll I., 2006, INT J ARTIFICIAL INT, V16, P101
Roll I, 2011, LEARN INSTR, V21, P267, DOI 10.1016/[Link].2010.07.004
Romero C, 2008, P 1 INT C ED DAT MIN, P8
Ryan AM, 2001, EDUC PSYCHOL REV, V13, P93, DOI 10.1023/A:1009013420053
Schworm S, 2006, COMPUT EDUC, V46, P426, DOI 10.1016/[Link].2004.08.011
Soller A, 2007, COMPUT-SUPP COLLAB L, V9, P63, DOI 10.1007/978-0-387-71136-2_5
Stahl E, 2009, COMPUT EDUC, V53, P1020, DOI 10.1016/[Link].2008.10.004
Steinley D, 2006, BRIT J MATH STAT PSY, V59, P1, DOI 10.1348/000711005X48266
Tibshirani R, 2001, J ROY STAT SOC B, V63, P411, DOI 10.1111/1467-9868.00293
van Merrienboer JJG, 2005, EDUC PSYCHOL REV, V17, P147, DOI 10.1007/s10648-005-
3951-0
VandeWalle D, 1997, J APPL PSYCHOL, V82, P390, DOI 10.1037/0021-9010.82.3.390
VanLehn Kurt, 2005, INT J ARTIFICIAL INT, V15, P147, DOI DOI
10.1016/[Link].2009.06.007
Wood H, 1999, COMPUT EDUC, V33, P153, DOI 10.1016/S0360-1315(99)00030-5
NR 43
TC 38
Z9 41
U1 0
U2 31
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
EI 1873-782X
J9 COMPUT EDUC
JI Comput. Educ.
PD MAR
PY 2014
VL 72
BP 196
EP 208
DI 10.1016/[Link].2013.11.001
PG 13
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Computer Science; Education & Educational Research
GA AA2MN
UT WOS:000330928800018
DA 2022-12-25
ER

PT J
AU Wijnia, L
Servant-Miklos, VFC
AF Wijnia, Lisette
Servant-Miklos, Virginie F. C.
TI Behind the times: a brief history of motivation discourse in
problem-based learning
SO ADVANCES IN HEALTH SCIENCES EDUCATION
LA English
DT Article
DE Problem-based learning; Motivation theory; Achievement-goal theory;
Self-determination theory
ID SELF-DETERMINATION THEORY; ACHIEVEMENT GOAL THEORY; INTRINSIC
MOTIVATION; SITUATIONAL INTEREST; THEORY PERSPECTIVE; STUDENTS; MODEL;
STRATEGIES; CURRICULUM; SCIENCE
AB That idea that problem-based learning (PBL) is more motivating that traditional
education has been prevalent since the inception of PBL at McMaster University in
the late 1960s. Evidencing this through empirical research, however, has proven to
be a lot more problematic. This paper retraces how the discourse on motivation
started from a laymen's conception in the early days of PBL, and slowly evolved
into a field of scientific inquiry in the 1980s and 1990s. However, looking at the
evolution of motivation theory over the same period, we show that motivation
discourse in the burgeoning literature on motivation and PBL remained largely
wedded to the laymen's approach, and failed to catch up with the new achievement-
goal theory and self-determination theory approaches. This paper proceeds to
analyse the explosion of studies on PBL and motivation after 2000, acknowledging
efforts to move away from anecdotal accounts and provide theoretical grounding to
the research. However, once again, we show that the majority of the research
employed outdated motivational measures that do not fully grasp the complexity of
contemporary motivation theory. The paper concludes on the observation that single-
course and curriculum-wide research interventions have yielded no conclusive
results on the effect of PBL on intrinsic motivation, and that future research
should therefore seek to use up-to-date motivational constructs in more targeted
interventions.
C1 [Wijnia, Lisette; Servant-Miklos, Virginie F. C.] Erasmus Univ, Erasmus Univ
Coll, Rotterdam, Netherlands.
[Wijnia, Lisette] HZ Univ Appl Sci, Roosevelt Ctr Excellence Educ, Edisonweg 4,
NL-4382 NW Vlissingen, Netherlands.
[Servant-Miklos, Virginie F. C.] Aalborg Univ, Dept Planning, Aalborg, Denmark.
C3 Erasmus University Rotterdam; Aalborg University
RP Wijnia, L (corresponding author), Erasmus Univ, Erasmus Univ Coll, Rotterdam,
Netherlands.; Wijnia, L (corresponding author), HZ Univ Appl Sci, Roosevelt Ctr
Excellence Educ, Edisonweg 4, NL-4382 NW Vlissingen, Netherlands.
EM wijnia@[Link]
RI Wijnia, Lisette/Q-8407-2019
OI Wijnia, Lisette/0000-0001-7395-839X
CR Alabi G A, 1996, World Health Forum, V17, P411
AMES C, 1988, J EDUC PSYCHOL, V80, P260, DOI 10.1037/0022-0663.80.3.260
[Anonymous], THESIS
Ate o, 2009, THESIS
ATKINSON JW, 1957, PSYCHOL REV, V64, P359, DOI 10.1037/h0043445
BARROWS HS, 1986, MED EDUC, V20, P481, DOI 10.1111/j.1365-2923.1986.tb01386.x
BARROWS HS, 1976, J MED EDUC, V51, P52
Barrows HS, 1980, PROBLEM BASED LEANIN
Bayard B. L., 1994, THESIS
BERKSON L, 1993, ACAD MED, V68, pS79, DOI 10.1097/00001888-199310000-00053
Berlyne DE, 1954, BRIT J PSYCHOL, V45, P180, DOI 10.1111/j.2044-
8295.1954.tb01243.x
Berlyne D. E., 1978, MOTIV EMOTION, V2, P97, DOI DOI 10.1007/BF00993037
BIRCH W, 1986, STUD HIGH EDUC, V11, P73, DOI 10.1080/03075078612331378471
Bouhuijs P, 1977, TUTORENSYSTEEM
Bridges Edwin M, 1992, PROBLEM BASED LEARNI
Chirkov V, 2003, J PERS SOC PSYCHOL, V84, P97, DOI 10.1037/0022-3514.84.1.97
De Volder MM, 1986, ACHIEVEMENT TASK MOT, P217
Deci E. L., 1985, INTRINSIC MOTIVATION
Deci EL, 2008, CAN PSYCHOL, V49, P14, DOI 10.1037/0708-5591.49.1.14
 Deci EL, 2000, PSYCHOL INQ, V11, P227, DOI 10.1207/S15327965PLI1104_01
DECI EL, 1971, J PERS SOC PSYCHOL, V18, P105, DOI 10.1037/h0030644
Dolmans DHJM, 2006, ADV HEALTH SCI EDUC, V11, P321, DOI 10.1007/s10459-006-9012-
8
Duncan TG, 2005, EDUC PSYCHOL-US, V40, P117, DOI 10.1207/s15326985ep4002_6
DWECK CS, 1986, AM PSYCHOL, V41, P1040, DOI 10.1037/0003-066X.41.10.1040
Eitel F, 1999, MED TEACH, V21, P506
Elliot AJ, 1999, EDUC PSYCHOL-US, V34, P169, DOI 10.1207/s15326985ep3403_3
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
Elliot AJ, 1996, J PERS SOC PSYCHOL, V70, P461, DOI 10.1037/0022-3514.70.3.461
Elliot AJ, 2011, J EDUC PSYCHOL, V103, P632, DOI 10.1037/a0023952
Galand B, 2010, INT J ENG EDUC, V26, P523
Gerike TG, 1999, MED KLIN, V94, P76, DOI 10.1007/BF03044704
GERMANN PJ, 1988, J RES SCI TEACH, V25, P689, DOI 10.1002/tea.3660250807
Gijselaers WH., 1990, INNOVATION MED ED EV, P95
Graham Sandra., 1996, HDB ED PSYCHOL, V4, P63
Happell B, 1998, NURS EDUC TODAY, V18, P362, DOI 10.1016/0021-8634(92)80005-D
Hidi S, 2006, EDUC RES REV-NETH, V1, P69, DOI [DOI 10.1016/[Link].2006.09.001,
10.1016/[Link].2006.09.001]
Hidi S, 2006, EDUC PSYCHOL-US, V41, P111, DOI 10.1207/s15326985ep4102_4
Hulleman CS, 2010, PSYCHOL BULL, V136, P422, DOI 10.1037/a0018947
JOHNSON DW, 1979, REV EDUC RES, V49, P51, DOI 10.3102/00346543049001051
Liu M, 2005, COMPUT SCH, V22, P159, DOI 10.1300/J025v22n03_13
Lucas L., 1998, GIFTED ED PRESS Q, V12, P8
Luthra K, 1998, J Med Syst, V22, P421, DOI 10.1023/A:1020622510570
MacKinnon MM, 1999, NEW DIR TEACH LEARN, V78, P49, DOI DOI 10.1002/tl.7805
Massa N. M., 2012, AM SOC ENG ED ANN C
Massa NM, 2014, 12 ED TEACH OPT PHOT
McAuley J, 1979, MCMASTER ORAL HIST J
Miller GA, 2003, TRENDS COGN SCI, V7, P141, DOI 10.1016/S1364-6613(03)00029-9
MOORE GT, 1994, ACAD MED, V69, P983, DOI 10.1097/00001888-199412000-00017
Moust JHC, 2005, HIGH EDUC, V50, P665, DOI 10.1007/s10734-004-6371-z
Murphy PK, 2000, CONTEMP EDUC PSYCHOL, V25, P3, DOI 10.1006/ceps.1999.1019
Myers R. J., 1993, ANN C INT VIS LIT AS
NEUFELD VR, 1974, J MED EDUC, V49, P1040
NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
Noordzij G., INTERDISCIPLINARY J
NORMAN GR, 1992, ACAD MED, V67, P557, DOI 10.1097/00001888-199209000-00002
Norman GR, 2000, MED EDUC, V34, P721, DOI 10.1046/j.1365-2923.2000.00749.x
Ostwald M. J., 1992, WORLD C INT COUNC DI
Pau A K, 1999, Eur J Dent Educ, V3, P159, DOI 10.1111/j.1600-0579.1999.tb00086.x
PHILP JR, 1990, ACAD MED, V65, P363, DOI 10.1097/00001888-199006000-00004
Pintrich PR, 2000, CONTEMP EDUC PSYCHOL, V25, P92, DOI 10.1006/ceps.1999.1017
Pintrich PR., 1991, MANUAL USE MOTIVATIO
Potvin P, 2014, STUD SCI EDUC, V50, P85, DOI 10.1080/03057267.2014.881626
Regehr G, 2010, MED EDUC, V44, P31, DOI 10.1111/j.1365-2923.2009.03418.x
Rotgans JI, 2014, LEARN INSTR, V32, P37, DOI 10.1016/[Link].2014.01.002
Rotgans JI, 2011, TEACH TEACH EDUC, V27, P37, DOI 10.1016/[Link].2010.06.025
Rotgans JI, 2011, LEARN INSTR, V21, P58, DOI 10.1016/[Link].2009.11.001
Rotgans JI, 2019, WILEY HDB PROBLEM BA, P151
Ryan RM, 2006, J PERS, V74, P1557, DOI 10.1111/j.1467-6494.2006.00420.x
Ryan RM, 2017, SELF-DETERMINATION THEORY: BASIC PSYCHOLOGICAL NEEDS IN
MOTIVATION, DEVELOPMENT, AND WELLNESS, P1, DOI 10.1521/978.14625/28806
Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037/0003-066X.55.1.68
Schmidt H, 1977, HOOFDPROJEKT ONDERZO
Schmidt H. G., 1982, THESIS
Schmidt H. G., 1983, PEDAGOG STUD, V60, P385
Schmidt HG, 2011, MED EDUC, V45, P792, DOI 10.1111/j.1365-2923.2011.04035.x
 Senko C, 2011, EDUC PSYCHOL-US, V46, P26, DOI 10.1080/00461520.2011.538646
Servant V, 2013, PBL ACROSS CULTURES, P395
Servant V. F., 2016, THESIS
Servant-Miklos VFC, 2019, ADV HEALTH SCI EDUC, V24, P619, DOI 10.1007/s10459-
018-9835-0
SOBRAL DT, 1995, MED EDUC, V29, P278, DOI 10.1111/j.1365-2923.1995.tb02849.x
SOBRAL DT, 1994, MED EDUC, V28, P284, DOI 10.1111/j.1365-2923.1994.tb02713.x
SPAULDING WB, 1969, CAN MED ASSOC J, V100, P659
Sungur S, 2006, J EDUC RES, V99, P307, DOI 10.3200/JOER.99.5.307-320
Thomas RE, 1997, MED EDUC, V31, P320, DOI 10.1046/j.1365-2923.1997.00671.x
Van Berkel HJM, 2000, HIGH EDUC, V40, P231, DOI 10.1023/A:1004022116365
vonDobeln G, 1996, POSTGRAD MED J, V72, P95, DOI 10.1136/pgmj.72.844.95
Weiner B., 2012, APA ED PSYCHOL HDB, V1, P367, DOI DOI 10.1037/13273-013
Wijnen M., 2018, LEARNING ENVIRON RES, V21, P173, DOI [10.1007/s10984-017-9246-
9, DOI 10.1007/S10984-017-9246-9]
Wijnia L., 2017, 40515720 NRO ROOS CT
Wijnia L, 2015, INSTR SCI, V43, P39, DOI 10.1007/s11251-014-9325-6
Wijnia L, 2014, J EDUC PSYCHOL, V106, P919, DOI 10.1037/a0037119
Wijnia L, 2011, CONTEMP EDUC PSYCHOL, V36, P101, DOI
10.1016/[Link].2010.11.003
Win M., 1990, THESIS
NR 93
TC 3
Z9 3
U1 2
U2 11
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1382-4996
EI 1573-1677
J9 ADV HEALTH SCI EDUC
JI Adv. Health Sci. Educ.
PD DEC
PY 2019
VL 24
IS 5
SI SI
BP 915
EP 929
DI 10.1007/s10459-019-09923-3
EA OCT 2019
PG 15
WC Education & Educational Research; Education, Scientific Disciplines;
Health Care Sciences & Services
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Education & Educational Research; Health Care Sciences & Services
GA JV5ZY
UT WOS:000489921300001
PM 31612345
OA Green Published, hybrid
DA 2022-12-25
ER

PT J
AU Hanrahan, SJ
Cerin, E
AF Hanrahan, Stephanie J.
 Cerin, Ester
TI Gender, level of participation, and type of sport: Differences in
achievement goal orientation and attributional style
SO JOURNAL OF SCIENCE AND MEDICINE IN SPORT
LA English
DT Article
DE Achievement goal orientations; Attributions; Gender; Motivation
ID CAUSAL ATTRIBUTIONS
AB Findings regarding gender differences in achievement goal orientations and
attributional style have been somewhat inconsistent. One possible explanation for
varied findings is that potentially confounding variables such as level of
participation and type of sport have not been considered. Athletes (108 males and
164 females) from team and individual sports, competing at recreational and
competitive levels, completed the Task and Ego Orientation in Sport Questionnaire,
the Sport Attributional Style Scale, and a demographic questionnaire. Athletes
competing in individual sports had a higher ego orientation than those from team
sports, and females scored higher in task orientation than males. Individual sport
athletes made more internal, stable, and global,and less externally controllable
attributions for positive events, and more internal attributions for negative
events than team sport athletes. Competitive female athletes made less global
attributions for positive events than did recreational female athletes. This
difference was not observed in male athletes. Competitive individual, but not team,
athletes made less global attributions than recreational individual athletes. The
significant interactions regarding globality suggest that the tradition in sport
psychology attribution research to focus solely on internality, stability, and
controllability may be inadequate. From an applied perspective, sport psychologists
and coaches may find it beneficial to target individual sport athletes and males
for interventions designed to enhance task orientation. Similarly, team sport
athletes may be appropriate as a focus for attribution retraining programs. Crown
Copyright (C) 2008 Published by Elsevier Ltd on behalf of Sports Medicine
Australia. All rights reserved.
C1 [Hanrahan, Stephanie J.] Univ Queensland, Sch Human Movement Studies, Brisbane,
Qld 4072, Australia.
[Cerin, Ester] Univ Hong Kong, Hong Kong, Hong Kong, Peoples R China.
C3 University of Queensland; University of Hong Kong
RP Hanrahan, SJ (corresponding author), Univ Queensland, Sch Human Movement
Studies, Brisbane, Qld 4072, Australia.
EM steph@[Link]
RI Cerin, Ester/Z-2011-2019; Cerin, Ester/L-1271-2015; Hanrahan,
Stephanie/F-9726-2012
OI Cerin, Ester/0000-0002-7599-165X; Cerin, Ester/0000-0002-7599-165X;
Hanrahan, Stephanie/0000-0002-5204-086X
FU ARC SPIRT [C10027010]
FX This research was funded by ARC SPIRT grant #C10027010.
CR [Anonymous], HDB RES SPORT PSYCHO
Biddle S. J. H., 1993, HDB RES SPORT PSYCHO, P437
BIDDLE SJH, 1998, ADV SPORT EXERCISE P, P3
Bond KA, 2001, INT J SPORT PSYCHOL, V32, P243
Duda J., 1998, ADV SPORT EXERCISE P, P21
Duda J.L., 1997, INNOVATIONS SPORT PS
Duda J. L., 1993, HDB RES SPORT PSYCHO, P421
Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
Graham TR, 2002, PSYCHOL SPORT EXERC, V3, P273, DOI 10.1016/S1469-0292(01)00006-
1
Hanrahan S.J., 2005, REV PSICOL DEPORTE, V14, P43
Hanrahan S.J., 2003, P ASS ADV APPL SPORT
Hanrahan S. J., 2008, ADV SPORT PSYCHOL, V3rd, P99
HANRAHAN SJ, 1989, INT J SPORT PSYCHOL, V20, P114
Hanrahan SJ., 2002, EUR J SPORT SCI, V2, P1, DOI DOI 10.1080/17461390200072502
 HANRAHAN SJ, 1990, AUST J SCI MED SPORT, V22, P97
LI F, 1996, RES Q EXERCISE SPORT, V68, P228
MCAULEY E, 1992, PERS SOC PSYCHOL B, V18, P566, DOI 10.1177/0146167292185006
Papaioannou AG, 2007, J APPL SPORT PSYCHOL, V19, P38, DOI
10.1080/10413200601113778
Weiner B., 1986, ATTRIBUTIONAL THEORY, DOI [10.1007/978-1-4612-4948-1, DOI
10.1007/978-1-4612-4948-1]
Young AJ, 1997, LEARN INDIVID DIFFER, V9, P249, DOI 10.1016/S1041-6080(97)90009-
1
NR 20
TC 64
Z9 67
U1 2
U2 37
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1440-2440
EI 1878-1861
J9 J SCI MED SPORT
JI J. Sci. Med. Sport
PD JUL
PY 2009
VL 12
IS 4
BP 508
EP 512
DI 10.1016/[Link].2008.01.005
PG 5
WC Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Sport Sciences
GA 477TS
UT WOS:000268542400019
PM 18356105
DA 2022-12-25
ER

PT J
AU Jury, M
Smeding, A
Darnon, C
AF Jury, Mickael
Smeding, Annique
Darnon, Celine
TI Competing with oneself or with others: Achievement goal endorsement in
amateur golf competition
SO INTERNATIONAL JOURNAL OF SPORT PSYCHOLOGY
LA English
DT Article
DE Competition; Golf; Improvement; Other-based goals; Self-based goals
ID APPROACH-AVOIDANCE GOALS; MOTIVATIONAL RESPONSES; PERFORMANCE; SPORT;
EMOTIONS; TASK; MASTERY; ABILITY; MODEL
AB Among the antecedents of achievement goal endorsement in sports, competition is
a consistent predictor of other-approach goal endorsement (trying to perform better
than other players). However, most of this previous research was conducted in a
context implying a strong focus on normative social comparison. We argue that in
other competitive contexts, where both social comparison and temporal comparison
are salient, competition can affect players' self-approach goals (trying to perform
better than one has done in the past) rather than other-approach goals. Two
experiments were conducted with golf players. Results showed that when an
intrapersonal standard was salient (e.g., "handicap competition"), golf competition
increased self-approach but not other-approach goal endorsement. However, when
interpersonal-standard is made salient (e.g., match-play competition), golf
competition increased other-approach goal endorsement. Limits and future
perspectives are discussed.
C1 [Jury, Mickael; Darnon, Celine] Univ Clermont Ferrand, Lab Psychol Sociale &
Cognit, Univ Clermont Auvergne, F-63037 Clermont Ferrand, France.
[Smeding, Annique] Univ Savoie Mont Blanc, Lab InterUniv Psychol, Annecy Le
Vieux, France.
Inst Univ France, Annecy Le Vieux, France.
C3 Universite Clermont Auvergne (UCA); Institut Universitaire de France
RP Darnon, C (corresponding author), Univ Clermont Ferrand, Lab Psychol Sociale &
Cognit, Univ Clermont Auvergne, 34 Ave Carnot, F-63037 Clermont Ferrand, France.
EM [Link]@[Link]
RI liu, ting/AAA-1112-2022
OI Jury, Mickael/0000-0003-2004-6682
FU Conseil Regional Auvergne; French University Institute; Swiss National
Science Foundation
FX This work was supported by the Conseil Regional Auvergne, the French
University Institute and the Swiss National Science Foundation. We also
would like to acknowledge Mickael Berthon and Julien Guegan from the
CATECH ([Link] for technical support.
CR Biddle S., 2003, EUR J SPORT SCI, V3, P1, DOI [10.1080/17461390300073504, DOI
10.1080/17461390300073504]
Butler R, 2006, BRIT J EDUC PSYCHOL, V76, P595, DOI 10.1348/000709905X52319
Chalabaev A, 2008, J SPORT EXERCISE PSY, V30, P143, DOI 10.1123/jsep.30.2.143
Conroy DE, 2004, ANXIETY STRESS COPIN, V17, P271, DOI
10.1080/1061580042000191642
Cooke A, 2013, J SPORT EXERCISE PSY, V35, P132, DOI 10.1123/jsep.35.2.132
Dewar AJ, 2011, PSYCHOL SPORT EXERC, V12, P525, DOI
10.1016/[Link].2011.05.005
Duda J.L., 2005, HDB COMPETENCE MOTIV, P318, DOI DOI 10.1037/0021-9010.90.6.1096
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
Elliot AJ, 2008, J EDUC PSYCHOL, V100, P613, DOI 10.1037/0022-0663.100.3.613
Elliot AJ, 2011, J EDUC PSYCHOL, V103, P632, DOI 10.1037/a0023952
Gosling SD, 2004, AM PSYCHOL, V59, P93, DOI 10.1037/0003-066X.59.2.93
Harwood C, 2002, J APPL SPORT PSYCHOL, V14, P106, DOI 10.1080/10413200252907770
Jones MV, 2005, J SPORT EXERCISE PSY, V27, P407, DOI 10.1123/jsep.27.4.407
JUDD CM, 1995, ANNU REV PSYCHOL, V46, P433, DOI
10.1146/[Link].46.020195.002245
Kavussanu M, 2009, J SPORT SCI, V27, P1281, DOI 10.1080/02640410903229287
Morris RL, 2008, J SPORT SCI, V26, P465, DOI 10.1080/02640410701579388
Murayama K, 2012, PSYCHOL BULL, V138, P1035, DOI 10.1037/a0028324
Pekrun R, 2014, LEARN INSTR, V29, P115, DOI 10.1016/[Link].2013.09.002
Roberts G.C., 2007, HDB SPORT PSYCHOL, P3, DOI DOI 10.1002/9781118270011.CH1
Sachau D., 2013, INT J GOLF SCI, V2, P95, DOI [10.1123/ijgs.2013-0010, DOI
10.1123/IJGS.2013-0010]
Stanne MB, 1999, PSYCHOL BULL, V125, P133, DOI 10.1037/0033-2909.125.1.133
Stenling A, 2014, EUR J SPORT SCI, V14, P720, DOI 10.1080/17461391.2014.901419
Thill EE, 2000, EUR J SOC PSYCHOL, V30, P101, DOI 10.1002/(SICI)1099-
0992(200001/02)30:1<101::AID-EJSP979>[Link];2-E
van de Pol PKC, 2012, J SPORT EXERCISE PSY, V34, P787, DOI 10.1123/jsep.34.6.787
van de Pol PKC, 2012, SPORT EXERC PERFORM, V1, P91, DOI 10.1037/a0025967
van de Pol PKC, 2012, PSYCHOL SPORT EXERC, V13, P491, DOI
10.1016/[Link].2011.12.002
van de Pol PKC, 2011, PSYCHOL SPORT EXERC, V12, P176, DOI
10.1016/[Link].2010.09.005
Van Yperen NW, 2014, PERS SOC PSYCHOL B, V40, P676, DOI 10.1177/0146167214523475
Vansteenkiste M, 2014, J SPORT EXERCISE PSY, V36, P131, DOI 10.1123/jsep.2012-
0271
NR 29
TC 5
Z9 5
U1 1
U2 26
PU EDIZIONI LUIGI POZZI
PI ROME
PA VIA PANAMA 68, 00198 ROME, ITALY
SN 0047-0767
J9 INT J SPORT PSYCHOL
JI Int. J. Sport Psychol.
PD MAY-JUN
PY 2015
VL 46
IS 3
BP 258
EP 273
DI 10.7352/IJSP.2015.46.258
PG 16
WC Hospitality, Leisure, Sport & Tourism; Psychology; Psychology,
Multidisciplinary; Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA CN0MI
UT WOS:000358107300005
DA 2022-12-25
ER

PT J
AU Dhakan, P
Merrick, K
Rano, I
Siddique, N
AF Dhakan, Paresh
Merrick, Kathryn
Rano, Inaki
Siddique, Nazmul
TI Intrinsic Rewards for Maintenance, Approach, Avoidance, and Achievement
Goal Types
SO FRONTIERS IN NEUROROBOTICS
LA English
DT Article
DE intrinsic reward function; goal types; open-ended learning; autonomous
goal generation; reinforcement learning
ID MOTIVATION; ROBOTS
AB In reinforcement learning, reward is used to guide the learning process. The
reward is often designed to be task-dependent, and it may require significant
domain knowledge to design a good reward function. This paper proposes general
reward functions for maintenance, approach, avoidance, and achievement goal types.
These reward functions exploit the inherent property of each type of goal and are
thus task-independent. We also propose metrics to measure an agent's performance
for learning each type of goal. We evaluate the intrinsic reward functions in a
framework that can autonomously generate goals and learn solutions to those goals
using a standard reinforcement learning algorithm. We show empirically how the
proposed reward functions lead to learning in a mobile robot application. Finally,
using the proposed reward functions as building blocks, we demonstrate how compound
reward functions, reward functions to generate sequences of tasks, can be created
that allow the mobile robot to learn more complex behaviors.
C1 [Dhakan, Paresh; Siddique, Nazmul] Ulster Univ, Intelligent Syst Res Ctr, Derry,
North Ireland.
[Merrick, Kathryn] Univ New South Wales, Sch Engn & Informat Technol, Canberra,
ACT, Australia.
[Rano, Inaki] Univ Southern Denmark, Maersk Mc Kinney Moller Inst, Embodied Syst
Robot & Learning, Odense, Denmark.
C3 Ulster University; University of New South Wales Sydney; University of
Southern Denmark
RP Dhakan, P (corresponding author), Ulster Univ, Intelligent Syst Res Ctr, Derry,
North Ireland.
EM dhakan-p@[Link]
RI Rano, Inaki/I-2557-2012
OI Rano, Inaki/0000-0002-0461-0258; Merrick, Kathryn/0000-0001-7187-0474
CR [Anonymous], 2008, P 7 INT JOINT C AUT
Baldassarre G., 2013, INTRINSICALLY MOTIVA
Baraldi A., 1998, SIMPLIFIED ART NEW C
Baranes A., 2010, 2010 IEEE 9th International Conference on Development and
Learning (ICDL 2010), P197, DOI 10.1109/DEVLRN.2010.5578842
Baranes A, 2010, IEEE INT C INT ROBOT, P1766, DOI 10.1109/IROS.2010.5651385
Barto A, 2013, FRONT PSYCHOL, V4, DOI 10.3389/fpsyg.2013.00907
Bonarini A, 2006, LECT NOTES COMPUT SC, V4095, P357
Braubach L., 2005, P 2 INT WORKSH PROGR, P9, DOI DOI 10.1007/978-3-540-32260-3_3
Chentanez, 2005, ADV NEURAL INFORM PR, P1281, DOI DOI 10.21236/ADA440280
Dastani M., 2011, P AAMAS2011, P405
Dewey D., 2014, P AAAI 2014, P13
Duff S., 2006, P 5 INT JOINT C AUT, P1033, DOI [10.1145/1160633.1160817, DOI
10.1145/1160633.1160817]
Elliot A. J, 2008, HDB APPROACH AVOIDAN, DOI [10.1017/CBO9781107415324.004, DOI
10.1017/CBO9781107415324.004]
Graham J. T, 2012, INT C ART INT SOFT C
Held D., 2017, 35 INT C MACH LEARN, V4, P2458
Hindriks K. V., 2007, DECL AG LANG TECHN 5, P86
Laud A, 2002, P INT C MACH LEARN I, P355
Mane D., 2016, CONCRETE PROBLEMS AI
Merrick Kathryn, 2016, Paladyn, Journal of Behavioral Robotics, V7, P67, DOI
10.1515/pjbr-2016-0006
Merrick K. E, 2007, REINFORCEMENT LEARNI
Merrick K. E, 2009, MOTIVATED REINFORCEM, P1
Merrick KE, 2012, IEEE T AUTON MENT DE, V4, P315, DOI 10.1109/TAMD.2012.2208457
Mirolli M., 2013, INTRINSICALLY MOTIVA, P49, DOI DOI 10.1007/978-3-642-32375-1_3
Nehmzow U., 2013, INTRINSICALLY MOTIVA, P185, DOI DOI 10.1007/978-3-642-32375-
1_8
Neto H. V, 2004, AUTONOMOUS ROBOTIC S
Ng AY, 1999, MACHINE LEARNING, PROCEEDINGS, P278
Oudeyer PY, 2007, IEEE T EVOLUT COMPUT, V11, P265, DOI 10.1109/TEVC.2006.890271
Oudeyer Pierre-Yves, 2007, Front Neurorobot, V1, P6, DOI
10.3389/neuro.12.006.2007
Rao A. S., 1995, ICMAS-95 Proceedings. First International Conference on Multi-
Agent Systems, P312
Regev G, 2005, 13th IEEE International Conference on Requirements Engineering,
Proceedings, P353, DOI 10.1109/RE.2005.80
Rolf M., 2010, 2010 IEEE 9th International Conference on Development and
Learning (ICDL 2010), P147, DOI 10.1109/DEVLRN.2010.5578850
Santucci V.G., 2010, P 10 INT C EPIGENETI, P121
Santucci V. G., 2012, P IEEE INT C DEV LEA, P1, DOI DOI
10.1109/DEVLRN.2012.6400835
Santucci VG, 2016, IEEE T COGN DEV SYST, V8, P214, DOI 10.1109/TCDS.2016.2538961
Sutton R.S., 2015, REINFORCEMENT LEARNI, V2nd ed.
THRUN S, 1995, ROBOT AUTON SYST, V15, P25, DOI 10.1016/0921-8890(95)00004-Y
van Lamsweerde A, 2001, FIFTH IEEE INTERNATIONAL SYMPOSIUM ON REQUIREMENTS
ENGINEERING, PROCEEDINGS, P249
Weng JY, 2001, SCIENCE, V291, P599, DOI 10.1126/science.291.5504.599
NR 39
TC 5
Z9 5
U1 2
U2 11
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1662-5218
J9 FRONT NEUROROBOTICS
JI Front. Neurorobotics
PD OCT 9
PY 2018
VL 12
AR 63
DI 10.3389/fnbot.2018.00063
PG 16
WC Computer Science, Artificial Intelligence; Robotics; Neurosciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science; Robotics; Neurosciences & Neurology
GA GW3UO
UT WOS:000446833800001
PM 30356820
OA Green Published, Green Accepted, gold
DA 2022-12-25
ER

PT J
AU Kallinen, V
Jaakkola, T
Mononen, K
Blomqvist, M
Tolvanen, A
Kyrolainen, H
Lochbaum, M
Konttinen, N
AF Kallinen, Ville
Jaakkola, Timo
Mononen, Kaisu
Blomqvist, Minna
Tolvanen, Asko
Kyrolainen, Heikki
Lochbaum, Marc
Konttinen, Niilo
TI Relationships between achievement goal orientation, perceived
competence, and organized sports A cluster analysis of Finnish children
SO INTERNATIONAL JOURNAL OF SPORT PSYCHOLOGY
LA English
DT Article
DE Achievement goals; Children; Organized sports
ID MOTIVATIONAL CLIMATE; PHYSICAL-ACTIVITY; SELF-DETERMINATION;
YOUTH-SPORT; PROFILES; PARTICIPATION; PERCEPTIONS; ENJOYMENT; PROGRAM;
 ABILITY
AB The primary aim of the present study was to identify motivational profiles of
Finnish children, and the extent to which profiles could differ from each other in
terms of motivational indices. Also, relationships between motivational profiles
and organized sports participation were examined. Achievement goal theory framework
was used in this study. 1009 Finnish 10-year-old school children participated in
this study. Four different cluster profiles were identified. Differences between
motivational profiles were found in terms of motivational indices, that is,
enjoyment, persistence, effort, competition enjoyment and training effort. Results
revealed that children who are characterized by moderate-to-high goal orientations
and perceived competence have more adaptive motivational profile towards organized
sports participation. Results show that different motivational patterns start to
emerge early on children's lives and practitioners should be aware of this when
planning daily practice to create desirable conditions for sustained sports
participation.
C1 [Kallinen, Ville; Jaakkola, Timo; Kyrolainen, Heikki] Univ Jyvaskyla, Fac Sport
& Hlth Sci, Jyvaskyla, Finland.
[Mononen, Kaisu; Blomqvist, Minna] Res Inst Olymp Sport, Jyvaskyla, Finland.
[Tolvanen, Asko] Univ Jyvaskyla, Dapartment Psychol, Jyvaskyla, Finland.
[Lochbaum, Marc; Konttinen, Niilo] Texas Tech Univ, Lubbock, TX 79409 USA.
C3 University of Jyvaskyla; University of Jyvaskyla; Texas Tech University
System; Texas Tech University
RP Kallinen, V (corresponding author), Fac Sport & Hlth Sci, Res Inst Olymp Sports,
Rautpohjankatu 6, Jyvaskyla 40700, Finland.
EM [Link]-nen@[Link]
OI Tolvanen, Asko/0000-0001-6430-8897; Kyrolainen,
Heikki/0000-0003-3822-1733; Jaakkola, Timo/0000-0003-1227-2460
CR [Anonymous], 2004, DEV SPORT EXERCISE P
[Anonymous], ADV MOTIVATION ACHIE
Biddle S., 2003, EUR J SPORT SCI, V3, P1, DOI [10.1080/17461390300073504, DOI
10.1080/17461390300073504]
Chian LKZ, 2008, J APPL SPORT PSYCHOL, V20, P137, DOI 10.1080/10413200701805265
Crane J, 2015, EUR PHYS EDUC REV, V21, P114, DOI 10.1177/1356336X14555294
De Meester A, 2016, J SPORT SCI, V34, P2027, DOI 10.1080/02640414.2016.1149608
Donaldson SJ, 2006, ADOLESCENCE, V41, P369
Duda J. L., 2001, ADV MOTIVATION SPORT, P129, DOI DOI 10.1007/978-1-4899-2271-7
Eime RM, 2013, INT J BEHAV NUTR PHY, V10, DOI 10.1186/1479-5868-10-98
Eisenbarth C. A., 2012, Journal of Sport Behavior, V35, P387
Elliot AJ, 1997, ADV MOTIV A, V10, P143
Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
FOX K, 1994, BRIT J EDUC PSYCHOL, V64, P253, DOI 10.1111/j.2044-
8279.1994.tb01100.x
Fraser-Thomas J. L., 2005, Physical Education and Sport Pedagogy, V10, P19, DOI
10.1080/1740898042000334890
Guan J. M., 2013, Journal of Sport Behavior, V36, P149
Harwood CG, 2015, PSYCHOL SPORT EXERC, V18, P9, DOI
10.1016/[Link].2014.11.005
Hassan MFH, 2015, INT J SPORTS SCI COA, V10, P487, DOI 10.1260/1747-9541.10.2-
3.487
Jaakkola T, 2016, SCAND J MED SCI SPOR, V26, P109, DOI 10.1111/sms.12410
Kim MS, 2011, INT J SPORT EXERC PS, V9, P31, DOI 10.1080/1612197X.2011.563125
Kokko S, 2019, SCAND J PUBLIC HEALT, V47, P851, DOI 10.1177/1403494818786110
LINTUNEN T, 1987, Scandinavian Journal of Sports Sciences, V9, P57
LIUKKONEN J, 1998, RES REPORTS SPORT HL, V114
Lochbaum M, 2016, KINESIOLOGY, V48, P159, DOI 10.26582/k.48.2.15
McCarthy PJ, 2008, PSYCHOL SPORT EXERC, V9, P142, DOI
10.1016/[Link].2007.01.005
Murphy MH, 2017, J SPORT SCI, V35, P262, DOI 10.1080/02640414.2016.1161219
Nicholls J., 1984, RES MOTIVATION ED, V1, P39
 Nicholls J.G., 1989, COMPETITIVE ETHOS DE
Roberts GC, 1998, J SPORT SCI, V16, P337, DOI 10.1080/02640419808559362
Rottensteiner C., 2015, J SPORT BEHAV, V38, P432
Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037/0003-066X.55.1.68
SCANLAN TK, 1993, J SPORT EXERCISE PSY, V15, P16, DOI 10.1123/jsep.15.1.16
Silic N., 2016, INT J PSYCHOL STUDIE, V8, P40, DOI [10.5539/ijps.v8n3p40, DOI
10.5539/IJPS.V8N3P40]
Sirard JR, 2006, J ADOLESCENT HEALTH, V38, P696, DOI
10.1016/[Link].2005.07.013
Smith AL, 2006, J SPORT SCI, V24, P1315, DOI 10.1080/02640410500520427
Soini M., 2006, THESIS
Tjomsland H. E., 2016, Soccer and Society, V17, P827
Wang CKJ, 2002, BRIT J EDUC PSYCHOL, V72, P433, DOI 10.1348/000709902320634401
Wang CKJ, 2001, J SPORT EXERCISE PSY, V23, P1, DOI 10.1123/jsep.23.1.1
Wentzel KR, 1996, J EARLY ADOLESCENCE, V16, P390, DOI
10.1177/0272431696016004002
Whitehead S, 2008, EUR PHYS EDUC REV, V14, P243, DOI 10.1177/1356336X08090708
Yan J. H., 2004, J SPORT BEHAV, V27, P378
NR 41
TC 1
Z9 1
U1 1
U2 25
PU EDIZIONI LUIGI POZZI
PI ROME
PA VIA PANAMA 68, 00198 ROME, ITALY
SN 0047-0767
J9 INT J SPORT PSYCHOL
JI Int. J. Sport Psychol.
PD NOV-DEC
PY 2019
VL 50
IS 6
BP 485
EP 502
DI 10.7352/IJSP.2019.50.485
PG 18
WC Hospitality, Leisure, Sport & Tourism; Psychology; Psychology,
Multidisciplinary; Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA KC8GM
UT WOS:000507410000001
DA 2022-12-25
ER

PT J
AU Johnson, CE
Erwin, HE
Kipp, L
Beighle, A
AF Johnson, Christine E.
Erwin, Heather E.
Kipp, Lindsay
Beighle, Aaron
TI Student Perceived Motivational Climate, Enjoyment, and Physical Activity
in Middle School Physical Education
SO JOURNAL OF TEACHING IN PHYSICAL EDUCATION
LA English
DT Article
DE achievement goal theory; pedometers; PMCSQ-2; PACES
ID PEDOMETER; ACCURACY; CHILDREN; SPORT; GOALS; SAMPLE; STEPS
AB We used achievement goal theory to examine students' physical activity (PA)
motivation and physical education (PE) enjoyment. Purposes included: 1) determine
whether schools with different pedagogical approaches varied in student perceptions
of mastery and performance climate dimensions, enjoyment, and PA; 2) examine gender
and grade differences in enjoyment and PA; and 3) determine if dimensions of
motivational climate predicted enjoyment and PA levels in PE, controlling for
gender and grade. Youth (n = 290, 150 girls) from three southeast United States
middle schools wore a pedometer and completed a motivational climate and enjoyment
questionnaire. Boys were more active and enjoyed PE more than girls, and 7th/8th
grade students were more active than 6th grade students. Enjoyment was positively
predicted by teacher's emphasis on two mastery climate dimensions, controlling for
gender. PE activity time was predicted by two performance climate dimensions,
controlling for gender and grade. Implications for practice are discussed.
C1 [Johnson, Christine E.; Erwin, Heather E.; Beighle, Aaron] Univ Kentucky, Dept
Kinesiol & Hlth, Lexington, KY 40506 USA.
[Kipp, Lindsay] Texas State Univ, Dept Hlth & Human Performance, San Marcos, TX
USA.
C3 University of Kentucky; Texas State University System; Texas State
University San Marcos
RP Erwin, HE (corresponding author), Univ Kentucky, Dept Kinesiol & Hlth,
Lexington, KY 40506 USA.
EM [Link]@[Link]
RI Kipp, Lindsay/GRS-0294-2022
OI Kipp, Lindsay/0000-0002-0752-3862
CR AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
Baena-Extremera A, 2015, J TEACH PHYS EDUC, V34, P210, DOI 10.1123/jtpe.2013-
0165
Beets MW, 2005, MED SCI SPORT EXER, V37, P513, DOI
10.1249/[Link].0000155395.49960.31
Centers for Disease Control and Prevention, MUCH PHYS ACT DO CHI
Centers for Disease Control and Prevention, 2010, STRAT IMPR QUAL PHYS
Cohen J., 1988, STAT POWER ANAL BEHA, V2nd ed., DOI DOI 10.4324/9780203771587
Cox AE, 2008, J ADOLESCENT HEALTH, V43, P506, DOI
10.1016/[Link].2008.04.020
Darst PW, 2015, DYNAMIC PHYS ED SECO
Erwin HE, 2011, HEALTH PROMOT PRACT, V12, P244, DOI 10.1177/1524839909331911
Fairclough S, 2005, PEDIATR EXERC SCI, V17, P217, DOI 10.1123/pes.17.3.217
[Federal Highway Administration Office United States Department of
Transportation], 2009, INCR PHYS ACT
Ferrer-Caja E, 2000, RES Q EXERCISE SPORT, V71, P267, DOI
10.1080/02701367.2000.10608907
Friedman SL, 2003, ARCH PEDIAT ADOL MED, V157, P185
Garn AC, 2013, ADV PHYS ED, V3, P103, DOI DOI 10.4236/APE.2013.32018
Gonzalez-Cutre D, 2009, J TEACH PHYS EDUC, V28, P422, DOI 10.1123/jtpe.28.4.422
Graham G., 2007, CHILDREN MOVING REFL
Grasten A., 2016, INT J EXERCISE SCI, V9, P291
Harwood CG, 2015, PSYCHOL SPORT EXERC, V18, P9, DOI
10.1016/[Link].2014.11.005
Horn T., 2012, SPORT SCI REV, V21, P25, DOI DOI 10.2478/V10237-012-0009-3
Le Masurier GC, 2004, MED SCI SPORT EXER, V36, P905, DOI
10.1249/[Link].0000126777.50188.73
Le Masurier GC, 2003, MED SCI SPORT EXER, V35, P867, DOI
10.1249/[Link].0000064996.63632.10
Leek D, 2011, ARCH PEDIAT ADOL MED, V165, P294, DOI
10.1001/archpediatrics.2010.252
 McKenzie TL, 2006, MED SCI SPORT EXER, V38, P1229, DOI
10.1249/[Link].0000227307.34149.f3
Morgan K., 2005, European Physical Education Review, V11, P257, DOI
10.1177/1356336X05056651
Mosston M., 2008, TEACHING PHYS ED, VFirst online
Motl RW, 2001, AM J PREV MED, V21, P110, DOI 10.1016/S0749-3797(01)00326-9
Newton M, 2000, J SPORT SCI, V18, P275, DOI 10.1080/026404100365018
Nicholls J., 1989, COMPETITIVE ETHOS DE
Ntoumanis N, 2002, PSYCHOL SPORT EXERC, V3, P177, DOI 10.1016/S1469-
0292(01)00020-6
Parish LE, 2003, RES Q EXERCISE SPORT, V74, P173, DOI
10.1080/02701367.2003.10609079
Ronspies S. M., 2011, MIDDLE SCH STUDENTS
Society of Health and Physical Educators, 2013, GUID EFF PHYS ED POL
Standage M, 2003, J EDUC PSYCHOL, V95, P97, DOI 10.1037/0022-0663.95.1.97
THEEBOOM M, 1995, J SPORT EXERCISE PSY, V17, P294, DOI 10.1123/jsep.17.3.294
Thelma S., 2008, ADV SPORT PSYCHOL, P157
Theodosiou A, 2006, PSYCHOL SPORT EXERC, V7, P361, DOI
10.1016/[Link].2005.10.002
Treanor L, 1998, J TEACH PHYS EDUC, V18, P43, DOI 10.1123/jtpe.18.1.43
Tudor-Locke C, 2006, MED SCI SPORT EXER, V38, P1732, DOI
10.1249/[Link].0000230212.55119.98
Vincent SD, 2002, PEDIATR EXERC SCI, V14, P432, DOI 10.1123/pes.14.4.432
Weiss MR, 2000, PRES COUNC PHYS FIT, V3, P1
Welk G., 2002, PHYS ACTIVITY ASSESS
Whitt-Glover MC, 2009, J PUBLIC HEALTH POL, V30, pS309, DOI 10.1057/jphp.2008.46
Wickel EE, 2007, AM J HUM BIOL, V19, P537, DOI 10.1002/ajhb.20613
NR 43
TC 18
Z9 18
U1 2
U2 47
PU HUMAN KINETICS PUBL INC
PI CHAMPAIGN
PA 1607 N MARKET ST, PO BOX 5076, CHAMPAIGN, IL 61820-2200 USA
SN 0273-5024
EI 1543-2769
J9 J TEACH PHYS EDUC
JI J. Teach. Phys. Educ.
PD OCT
PY 2017
VL 36
IS 4
BP 398
EP 408
DI 10.1123/jtpe.2016-0172
PG 11
WC Education & Educational Research; Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Education & Educational Research; Sport Sciences
GA FK3WM
UT WOS:000413416800003
OA Green Submitted
DA 2022-12-25
ER

PT J
AU Wineinger, TO
 Fry, MD
Moore, EWG
AF Wineinger, Troy O.
Fry, Mary D.
Moore, E. Whitney G.
TI Validation of climate and motivational measures for use in the biology
laboratory setting
SO JOURNAL OF BIOLOGICAL EDUCATION
LA English
DT Article; Early Access
DE Graduate teaching assistant; caring; task-involving; achievement goal
perspective theory; STEM
ID EXPERIENCE; TASK
AB The purpose of this study, grounded in the Achievement Goal Perspective Theory
(AGPT) and a Caring framework, was to effectively adapt previously validated
measures of caring, task-involving (CTI), and ego-involving (EI) climates for
college exercise classes to the college biology laboratory setting. The items'
measurement quality was assessed over two studies. Students (N-Study1 = 249, female
73%; N-Study2 = 199, female 78%) enrolled in biology laboratory courses were
invited to complete a survey during the last two weeks of their laboratory course.
Confirmatory factor analysis (CFA) revealed overall good fit; however, two EI items
had low loadings, so their wording was revised for Study 2. CFA results of Study 2
provided reliability and validity support for the use of these relatively brief and
easy to administer measures in the college laboratory setting. This research
provides additional support for creating CTI climates in the college laboratory
setting.
C1 [Wineinger, Troy O.; Fry, Mary D.] Univ Kansas, Dept Hlth Sport & Exercise Sci,
Lawrence, KS 66045 USA.
[Moore, E. Whitney G.] Wayne State Univ, Div Kinesiol Hlth & Sport Studies,
Detroit, MI USA.
C3 University of Kansas; Wayne State University
RP Wineinger, TO (corresponding author), Univ Kansas, Dept Hlth Sport & Exercise
Sci, Lawrence, KS 66045 USA.
EM towineinger@[Link]
RI Moore, E. Whitney G./AGU-8388-2022; Moore, E. Whitney G./AAN-7569-2020
OI Moore, E. Whitney G./0000-0003-2482-1957; Moore, E. Whitney
G./0000-0003-2482-1957; Wineinger, Troy/0000-0003-2081-8566
CR American Psychological Association, 2013, MONITOR PSYCHOL, V44
AMES C, 1988, J EDUC PSYCHOL, V80, P260, DOI 10.1037/0022-0663.80.3.260
[Anonymous], 2019 IBM SPSS STAT M
Bassett D.R., 2018, KINESIOLOGY REV, V7, DOI [10.1123/kr.2018-0043, DOI
10.1123/KR.2018-0043]
Battistich V., 2000, J PRIM PREV, V21, P75, DOI [10.1023/A:1007057414994, DOI
10.1023/A:1007057414994]
Black J.T, 1992, MULTIVARIATE DATA AN
Boyd M.P., 2002, J SPORT BEHAV, V25
Breiner H, 2015, INV HLTH WELL BEING, DOI DOI 10.17226/18869
Brown TC, 2013, MEAS PHYS EDUC EXERC, V17, P22, DOI 10.1080/1091367X.2013.741360
Brown TC, 2014, J CLIN SPORT PSYCHOL, V8, P299, DOI 10.1123/jcsp.2014-0031
Brown TC, 2013, WOMEN HEALTH, V53, P843, DOI 10.1080/03630242.2013.835298
Chamberlin JM, 2017, J STRENGTH COND RES, V31, P736, DOI
10.1519/JSC.0000000000001533
Cheung GW, 2002, STRUCT EQU MODELING, V9, P233, DOI 10.1207/S15328007SEM0902_5
DUDA JL, 1995, INT J SPORT PSYCHOL, V26, P40
DUDA JL, 1992, J EDUC PSYCHOL, V84, P290, DOI 10.1037/0022-0663.84.3.290
Enghag M., 2008, INT J SCI MATH EDUC, V6, P629, DOI [10.1007/s10763-007-9075-x,
DOI 10.1007/S10763-007-9075-X]
Fry M. D., 2018, OXFORD RES ENCY PSYC, V1, P1, DOI
[10.1093/acrefore/9780190236557.013.177, DOI
10.1093/ACREFORE/9780190236557.013.177]
Fry M. D., 2019, APA HDB SPORT EXERCI, V1, P273, DOI [10.1037/0000123-015, DOI
10.1037/0000123-015]
Fry MD, 2010, J APPL SPORT PSYCHOL, V22, P294, DOI 10.1080/10413201003776352
Griffith AL, 2010, ECON EDUC REV, V29, P911, DOI
10.1016/[Link].2010.06.010
Hall MS, 2017, J APPL SPORT PSYCHOL, V29, P75, DOI 10.1080/10413200.2016.1174906
Hernik J, 2018, INTED PROC, P508
HOFSTEIN A, 1982, REV EDUC RES, V52, P201, DOI 10.2307/1170311
Hogue CM, 2019, SPORT EXERC PERFORM, V8, P273, DOI 10.1037/spy0000153
Hogue CM, 2013, J SPORT EXERCISE PSY, V35, P85, DOI 10.1123/jsep.35.1.85
Huddleston H., 2012, REV PSICOL DEPORTE, V21
Kendall KD, 2012, CBE-LIFE SCI EDUC, V11, P187, DOI 10.1187/cbe.11-10-0091
Little, 2013, LONGITUDINAL STRUCTU
Little TD, 2002, STRUCT EQU MODELING, V9, P151, DOI 10.1207/S15328007SEM0902_1
Lucardie D, 2014, PROCD SOC BEHV, V142, P439, DOI 10.1016/[Link].2014.07.696
MCAULEY E, 1989, RES Q EXERCISE SPORT, V60, P48, DOI
10.1080/02701367.1989.10607413
Moore EWG, 2014, MEAS PHYS EDUC EXERC, V18, P135, DOI
10.1080/1091367X.2013.875472
Moore E.W.G., 2015, J SPORT EXERCISE PSY, V37
Moore EWG, 2017, RES Q EXERCISE SPORT, V88, P468, DOI
10.1080/02701367.2017.1372557
Moore EWG, 2015, MEAS PHYS EDUC EXERC, V19, P186, DOI
10.1080/1091367X.2015.1072819
National Union of Students (NUS), 2013, POSTGRADUATES WHO TE
Newland A, 2017, BIOMED HUM KINET, V9, P99, DOI 10.1515/bhk-2017-0015
Newton M, 2007, REV PSICOL DEPORTE, V16, P67
Nicholls J.G., 1989, COMPETITIVE ETHOS DE
NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
Noddings N., 1984, CARING A FEMININE AP
Noddings N., 2005, CHALLENGE CARE SCH
Oleson A, 2014, HIGH EDUC, V68, P29, DOI 10.1007/s10734-013-9678-9
Rosseel Y, 2012, J STAT SOFTW, V48, P1, DOI 10.18637/jss.v048.i02
Rushin JW, 1997, AM BIOL TEACH, V59, P86
Schussler EE, 2015, CBE-LIFE SCI EDUC, V14, DOI 10.1187/cbe.14-11-0196
Smith Megan L, 2016, RMLE Online, V39, P1, DOI 10.1080/19404476.2016.1226100
Sundberg MD, 2005, AM BIOL TEACH, V67, P525, DOI 10.1662/0002-
7685(2005)067[0525:AROTSO][Link];2
Team Rs, 2015, RSTUD, P639
Victorino C., 2019, J HISPANIC HIGHER ED, DOI [10.1177/1538192719896343, DOI
10.1177/1538192719896343]
NR 50
TC 2
Z9 2
U1 2
U2 4
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0021-9266
EI 2157-6009
J9 J BIOL EDUC
JI J. Biol. Educ.
DI 10.1080/00219266.2021.1909633
EA APR 2021
PG 14
WC Biology; Education & Educational Research; Education, Scientific
Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Life Sciences & Biomedicine - Other Topics; Education & Educational
Research
GA RI4GU
UT WOS:000636868300001
DA 2022-12-25
ER

PT J
AU Hastie, PA
Rudisill, ME
Wadsworth, DD
AF Hastie, Peter A.
Rudisill, Mary E.
Wadsworth, Danielle D.
TI Providing students with voice and choice: lessons from intervention
research on autonomy-supportive climates in physical education
SO SPORT EDUCATION AND SOCIETY
LA English
DT Article
DE Physical education; Motivational climates; Autonomy support;
Self-direction; Teaching
ID ACHIEVEMENT GOAL ORIENTATIONS; MASTERY MOTIVATIONAL CLIMATE; MOTOR-SKILL
DEVELOPMENT; INTRINSIC MOTIVATION; INSTRUCTIONAL CLIMATES; SITUATIONAL
MOTIVATION; PRESCHOOL-CHILDREN; SELF-DETERMINATION; TEACHERS;
PERCEPTIONS
AB This article examines the latest thinking about autonomy-supportive climates
within physical education. The basis for the inclusion of these climates are self-
determination and achievement goal theories which suggest that a teacher's
motivating style towards students can be conceptualised along a continuum that
ranges from highly controlling to highly autonomy supportive. In general, autonomy-
supportive teachers facilitate, whereas controlling teachers interfere with, the
congruence between students' self-determined inner motives and their classroom
activity. Drawing upon research involving interventions at pre-school, primary and
secondary school levels, the paper examines how 27 studies that demonstrate
providing pupils with opportunities to become self-directed leads to higher levels
skill attainment, physical activity and perceived competence. Implications for
curriculum, pedagogy and assessment are addressed and directions for future
research are noted.
C1 [Hastie, Peter A.; Rudisill, Mary E.; Wadsworth, Danielle D.] Auburn Univ,
Auburn, AL 36849 USA.
C3 Auburn University System; Auburn University
RP Hastie, PA (corresponding author), Auburn Univ, 2050 Mem Coliseum, Auburn, AL
36849 USA.
EM hastipe@[Link]
OI Hastie, Peter/0000-0002-3727-6006
CR AMES C, 1992, MOTIVATION IN SPORT AND EXERCISE, P161
Barkoukis V, 2008, EUR PHYS EDUC REV, V14, P367, DOI 10.1177/1356336X08095671
Biddle S. J. H., 1999, PSYCHOL PHYS ED, P5
Brunel PC, 1999, SCAND J MED SCI SPOR, V9, P365
Carr S, 2006, J SPORT SCI, V24, P281, DOI 10.1080/02640410500131886
CECCHINI JA, 2001, EUROPEAN J SPORT SCI, V1, P1, DOI DOI
10.1080/17461390100071407
Christodoulides T., 2001, EUR J SPORT SCI, V1, P1, DOI
[10.1080/17461390100071405, DOI 10.1080/17461390100071405]
Conroy DE, 2007, PSYCHOL SPORT EXERC, V8, P671, DOI
10.1016/[Link].2006.12.001
Dempsey J. M., 1993, PEDIATR EXERC SCI, V5, P151
 Digelidis N, 1999, SCAND J MED SCI SPOR, V9, P375, DOI 10.1111/j.1600-
0838.1999.tb00259.x
Digelidis N, 2003, PSYCHOL SPORT EXERC, V4, P195, DOI 10.1016/S1469-
0292(02)00002-X
Digelidis N., 2006, ITALIAN J SPORT SCI, V12, P155
Duda J., 1998, ADV SPORT EXERCISE P, P21
Duda J.L., 2001, HDB RES SPORT PSYCHO, V2nd ed., P417
Duda J. L., 2001, ADV MOTIVATION SPORT, P129, DOI DOI 10.1007/978-1-4899-2271-7
DUDA JL, 1992, J EDUC PSYCHOL, V84, P290, DOI 10.1037/0022-0663.84.3.290
Ferrer-Caja E, 2000, RES Q EXERCISE SPORT, V71, P267, DOI
10.1080/02701367.2000.10608907
Flowerday T, 2000, J EDUC PSYCHOL, V92, P634, DOI 10.1037//0022-0663.92.4.634
FOX K, 1994, BRIT J EDUC PSYCHOL, V64, P253, DOI 10.1111/j.2044-
8279.1994.tb01100.x
GOUDAS M, 1994, PEDIATR EXERC SCI, V6, P159
Gray S, 2009, EUR PHYS EDUC REV, V15, P65, DOI 10.1177/1356336X09105212
Jaakkola T, 2008, EUR PHYS EDUC REV, V14, P13, DOI 10.1177/1356336X07085707
Kimiecik JC, 1996, RES Q EXERCISE SPORT, V67, P324, DOI
10.1080/02701367.1996.10607960
Kirk D, 2010, PHYSICAL EDUCATION FUTURES, P1
Liukkonen J., 1998, EUROPEAN YB SPORT PS, V2, P1
Mandigo J, 2008, EUR PHYS EDUC REV, V14, P407, DOI 10.1177/1356336X08095673
Martin E.H., 2009, PHYS EDUC SPORT PEDA, V14, P227, DOI [DOI
10.1080/17408980801974952, [Link]
Metzler M., 2011, INSTRUCTIONAL MODELS
Middleton MJ, 1997, J EDUC PSYCHOL, V89, P710, DOI 10.1037/0022-0663.89.4.710
Murcia JAM, 2010, EUR J PSYCHOL EDUC, V25, P37, DOI 10.1007/s10212-009-0008-7
Morgan K., 2002, European Physical Education Review, V8, P207, DOI
10.1177/1356336X020083003
Morgan K., 2005, European Physical Education Review, V11, P257, DOI
10.1177/1356336X05056651
Morgan K, 2010, J HOSP LEIS SPORT TO, V9, P73, DOI 10.3794/johlste.91.236
Nicholls J., 1989, COMPETITIVE ETHOS DE
Ntoumanis N, 2002, PSYCHOL SPORT EXERC, V3, P177, DOI 10.1016/S1469-
0292(01)00020-6
Ntoumanis N, 1999, J SPORT SCI, V17, P643, DOI 10.1080/026404199365678
Parish L. E., 2008, PRESCHOOLERS HEART R
Parish LE, 2003, RES Q EXERCISE SPORT, V74, P173, DOI
10.1080/02701367.2003.10609079
Parish LE, 2007, RES Q EXERCISE SPORT, V78, P171
Perlman D, 2010, J TEACH PHYS EDUC, V29, P433, DOI 10.1123/jtpe.29.4.433
Reeve J, 2006, ELEM SCHOOL J, V106, P225, DOI 10.1086/501484
Reeve J, 2004, MOTIV EMOTION, V28, P147, DOI 10.1023/B:MOEM.0000032312.95499.6f
Reeve J, 2002, MOTIV EMOTION, V26, P183, DOI 10.1023/A:1021711629417
Robinson LE, 2009, RES Q EXERCISE SPORT, V80, P533, DOI
10.5641/027013609X13088500159480
Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037/0003-066X.55.1.68
RYAN RM, 1989, J EDUC PSYCHOL, V81, P265, DOI 10.1037/0022-0663.81.2.265
Sage L, 2007, SPORT PSYCHOL, V21, P417, DOI 10.1123/tsp.21.4.417
Sarrazin P, 2002, EUR J SOC PSYCHOL, V32, P395, DOI 10.1002/ejsp.98
Shapiro E. S., 1994, BEHAV CHANGE CLASSRO
Solmon MA, 1996, J EDUC PSYCHOL, V88, P731, DOI 10.1037/0022-0663.88.4.731
Spittle M., 2009, Physical Education and Sport Pedagogy, V14, P253, DOI
10.1080/17408980801995239
Standage M, 2002, BRIT J EDUC PSYCHOL, V72, P87, DOI 10.1348/000709902158784
Standage M, 2003, J EDUC PSYCHOL, V95, P97, DOI 10.1037/0022-0663.95.1.97
Stefanou CR, 2004, EDUC PSYCHOL-US, V39, P97, DOI 10.1207/s15326985ep3902_2
Tessier D, 2010, CONTEMP EDUC PSYCHOL, V35, P242, DOI
10.1016/[Link].2010.05.005
 THEEBOOM M, 1995, J SPORT EXERCISE PSY, V17, P294, DOI 10.1123/jsep.17.3.294
Treasure D.C., 2001, ADV MOTIVATION SPORT, P79
Treasure DC, 1997, J SPORT EXERCISE PSY, V19, P278, DOI 10.1123/jsep.19.3.278
Valentini N, 2004, J TEACH PHYS EDUC, V23, P216, DOI 10.1123/jtpe.23.3.216
Valentini N. C., 2004, ADAPTED PHYS ACTIVIT, V21, P347
Wallhead TL, 2004, J TEACH PHYS EDUC, V23, P4, DOI 10.1123/jtpe.23.1.4
Xiang P, 2003, ELEM SCHOOL J, V104, P71, DOI 10.1086/499743
Xiang P, 2006, RES Q EXERCISE SPORT, V77, P195, DOI
10.5641/027013606X13080769704488
Xiang P, 2011, RES Q EXERCISE SPORT, V82, P482, DOI
10.1080/02701367.2011.10599781
NR 64
TC 53
Z9 54
U1 0
U2 108
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1357-3322
EI 1470-1243
J9 SPORT EDUC SOC
JI Sport. Educ. Soc.
PD JAN 1
PY 2013
VL 18
IS 1
SI SI
BP 38
EP 56
DI 10.1080/13573322.2012.701203
PG 19
WC Education & Educational Research; Hospitality, Leisure, Sport & Tourism;
Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index
(SSCI)
SC Education & Educational Research; Social Sciences - Other Topics; Sport
Sciences
GA 059IC
UT WOS:000312696700004
DA 2022-12-25
ER