Achievement goals and perceived ability predict investment in learning a sport task

Background . Contemporary views on motivation suggest that expectancy‐value and social‐cognitive perspectives can shed light on the important issue of student motivation. Aims . To test the predictive value of achievement goals on the investment in learning a sport task. Two studies investigated whether investment in learning is affected by achievement goals and perceived ability. Samples . Study 1:57 school pupils selected from an initial sample of 212. Study 2:99 pupils selected from 400. Selection was based on motivation and perceived ability scores from questionnaires. Pupils were aged 13–15 years and attended schools in northern France. Methods . In Study 1 pupils prepared themselves for a sport task with a five‐minute period of training. Study 2 pupils prepared themselves with a five‐minute period of training after prior failure. Results . Study 1 showed that those who were ego‐involved with a low perceived ability had a weaker investment in the training situation than those ego‐involved with a high perceived ability, or those task‐involved regardless of their perceived ability. Ego‐involved pupils used an attributional bias to minimise the effect of effort on performance. Study 2 confirmed these results by underlining the motivational deficits of ego involvement for those with a low perceived ability. Conclusions . School pupils with high ego involvement in a sport task and low perceived ability show motivational deficits which manifest themselves in less time spent on practising a task. A social‐cognitive and expectancy‐value perspective appears to be valid for the study of motivational processes in school physical education

Cognition · Developmental psychology · Expectancy theory · Id, ego and super-ego · Need for achievement · Perspective (graphical) · Task (project management) · Value (mathematics) · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology · Social Psychology

• The Relation of Goal Orientations to Physical Activity in Physical Education

  Open Access•George Tzetzis, Marios Goudas et al.•European Physical Education Review•2002

  Incluir item

• Pupilsí Affective Responses in Physical Education Classes

  Open Access•Yngvar Ommundsen•European Physical Education Review•2001

  Incluir item

• Construal‐level Mindsets Enhance Behavioral Persistence in Response to Incentive Valence

  Open Access•Atul Kulkarni, Hong Yuan•Journal of Behavioral Decision…•2017

  Incluir item

• The trichotomous model and investment in learning to prepare for a sport test

  Open Access•F Cury, David Da Fonseca et al.•British Journal of Educational…•2003

  Incluir item

• Achievement goal profiles in school physical education

  Open Access•Chee Keng John Wang, Nikos L D Chatzisarantis et al.•British Journal of Educational…•2002

  Incluir item

• The influence of teacher expectations on student achievement in physical education classes

  Open Access•David Trouilloud, David O Trouilloud et al.•European Journal of Social…•2002

  Incluir item

• The trichotomous achievement goal model and intrinsic motivation

  Open Access•F Cury, Fernando Guedes Cury et al.•Journal of Experimental Social…•2002

  Incluir item