Achievement Goals, Competition Appraisals, and the Psychological and Emotional Welfare of Sport Participants

Adie, James W.; Duda, Joan L.; Ntoumanis, Nikos

doi:10.1123/jsep.30.3.302

Cited by 112 publications

(153 citation statements)

References 48 publications

(79 reference statements)

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“…However, we believe that mastery-avoidance goals would be more maladaptive in situations where individuals have a certain degree of experience with a particular task (e.g., Adie, Duda, & Ntoumanis, 2008). In such cases, concerns about the adequacy of self-referenced competence compared to past standards will be relevant, although, similar to Elliot and…”

Section: What Was the Role Of Personal Achievement Goals?mentioning

confidence: 93%

Achievement goals, self-handicapping, and performance: A 2 × 2 achievement goal perspective

Ntoumanis

Thøgersen‐Ntoumani

Smith

2009

Journal of Sports Sciences

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measuring the participants' own situational achievement goals, by using a relatively novel task, and by testing the participants in a group setting. We used a randomized experimental design with four conditions that aimed to induce one of the four goals advanced by the 2 x 2 model. The participants (N=138) were British undergraduate university students who engaged in a dart throwing task. The results pertaining to self-handicapping partly replicated Elliot et al.'s findings by showing that experimentally-promoted performance-avoidance goals resulted in less practice. In contrast, the promotion of mastery-avoidance goals did not result in less practice in comparison to either approach goals. Dart throwing performance did not differ among the four goal conditions. Personal achievement goals did not moderate the effects of experimentally induced goals on self-handicapping and performance. The extent to which mastery-avoidance goals are maladaptive is discussed, as well as the interplay between personal and experimentally-induced goals. 3Conceptual and empirical work on achievement motivation in sport has been prolific due to the inherent competitive nature of the setting. Recent research on achievement motivation in sport has employed Elliot's (e.g., Elliot, 1997;Elliot & McGregor 2001) revised achievement goal theory framework. Elliot (1997) argued that the dichotomous achievement goal approach (e.g., Nicholls, 1989) has a number of limitations, including the failure to distinguish between approach and avoidance motivation (Atkinson, 1964). In his trichotomous model, Elliot proposed three types of achievement goals. The first is a mastery goal, conceptually similar to a task achievement goal (Nicholls, 1989), which refers to a focus on developing selfreferenced competence and skill mastery. Elliot also proposed two performance goals, which in contrast to ego orientation proposed by Nicholls (1989), incorporate both approach and avoidance tendencies. A performance-approach goal reflects involvement in an activity in order to demonstrate normative competence, whereas a performance-avoidance goal reflects a focus on avoiding the demonstration of normative incompetence. More recently, Elliot and McGregor (2001) argued that mastery goals can also have an avoidance component. With mastery-avoidance goals the focus is on avoiding demonstrating self-or skill-referenced incompetence, for example, making errors during task execution or underperforming compared to past own performances. According to Elliot and McGregor (2001), such goals might result from perfectionistic tendencies (e.g., striving to avoid doing anything wrong or incorrectly), or because individuals reach the latter parts of their careers or lives and start losing their skills or memory.

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Section: What Was the Role Of Personal Achievement Goals?mentioning

confidence: 93%

Achievement goals, self-handicapping, and performance: A 2 × 2 achievement goal perspective

Ntoumanis

Thøgersen‐Ntoumani

Smith

2009

Journal of Sports Sciences

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“…Multi-level regression is the choice of statistical analysis when the data take the form of a hierarchical nature (see Singer & Willett, 2003). Similar to another motivational study in sport (Adie et al, 2010), the present longitudinal design had a twolevel hierarchical structure with repeated measurements (Level 1) nested within individuals (Level 2). Multi-level regression modeling accounts for change in targeted outcomes as a result of timevarying (or time-invariant) predictors.…”

Section: Discussionmentioning

confidence: 99%

“…Aligned with the work of Adie, Ntoumanis and Duda (2010), the Youth Director of a professional soccer club invited us to conduct an investigation into the motivational-related predictors of well-/ill-being among the male adolescent players involved in their SoE program. The major aim of the SoE is to develop young talented soccer players into professionals upon completion of the program.…”

Section: Procedures and Designmentioning

confidence: 99%

Perceived coach-autonomy support, basic need satisfaction and the well- and ill-being of elite youth soccer players: A longitudinal investigation

Adie

Duda

Ntoumanis

2012

Psychology of Sport and Exercise

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279

211

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Results: Multi-level regression analyses revealed that perceptions of coach autonomy support positively predicted within-person changes and between-person mean differences in basic need satisfaction and well-being over time. Satisfaction scores for the needs for competence and relatedness were found to predict within-person changes in subjective vitality. These same needs partially mediated the coach autonomy support-subjective vitality link over the two seasons. Conclusions:The findings partially support the tenets of BNT, and are discussed in terms of their practical application to participants involved in an elite youth sport setting.

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“…However, the empirical picture is more mixed for performance approach goals. Although links have been found between achievement goals and self-esteem (e.g., Adie, Duda, & Ntoumanis, 2008;Kavussanu & Harnisch, 2000), relationships with overall physical self-concept and specific physical competencies remain to be thoroughly investigated. Very few studies have examined change in approachavoidance goal pursuit among adolescents in school PE, although Warburton and Spray (2008) found preliminary evidence for a linear decline in the adoption of both performance goals and mastery approach goals across the primaryesecondary school transition.…”

Section: Self-perceptions and Achievement Goalsmentioning

confidence: 99%

“…The longitudinal design permitted the predictive utility of achievement goals on self-perceptions to be evaluated and this direction of influence was based on theory and empirical evidence. For example, to examine arguments put forward by Elliot (1999), Adie et al (2008) tested a model whereby self-esteem predicted goal adoption; this model was found to fit the data less well than one in which self-esteem was posited to be a consequence of goal pursuit. Future studies employing a greater number of assessment occasions should continue to examine the nature of the relationships among goals and self-perceptions to test for the possibility of bidirectional effects.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Change in physical self-perceptions across the transition to secondary school: Relationships with perceived teacher-emphasised achievement goals in physical education

Spray

Warburton

Stebbings

2013

Psychology of Sport and Exercise

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a b s t r a c tObjectives: This study aimed to examine the effects of change in perceived teacher achievement goal emphasis in physical education (PE) on physical self-perceptions and self-esteem across the transition to secondary school. Design & methods: A longitudinal design was adopted with three time points, one at the end of primary school and two during the first year of secondary school. Participants (N ¼ 491) were cross-classified by primary (N ¼ 42) and secondary (N ¼ 46) PE class in order to examine the association between perceived class-level teacher-emphasised goals and within-class student goals with self-beliefs. Results: Personal approach goals and class perceptions of teacher mastery approach goal promotion were all positively associated with ratings of co-ordination, sport competence, flexibility, and endurance in primary school. More favourable perceptions of coordination, sport competence, strength, flexibility, and endurance during the first year of secondary school were predicted by an increase in performance approach goal emphasis, whereas ratings of sport competence and flexibility were negatively associated with an increase in mastery approach goal emphasis. Conclusions: Although not entirely consonant with theoretical predictions, current findings suggest that teacher-emphasised performance approach goals in PE can promote development of several physical self-perceptions in the initial year of secondary school.

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Achievement Goals, Competition Appraisals, and the Psychological and Emotional Welfare of Sport Participants

Cited by 112 publications

References 48 publications

Achievement goals, self-handicapping, and performance: A 2 × 2 achievement goal perspective

Achievement goals, self-handicapping, and performance: A 2 × 2 achievement goal perspective

Perceived coach-autonomy support, basic need satisfaction and the well- and ill-being of elite youth soccer players: A longitudinal investigation

Change in physical self-perceptions across the transition to secondary school: Relationships with perceived teacher-emphasised achievement goals in physical education

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