Developmental relations of achievement goals and affect in physical education
Barkoukis, V., Gråstén, A., Huhtiniemi, M., & Jaakkola, T. (2024). Developmental relations of achievement goals and affect in physical education. Psychology of Sport and Exercise, 75, Article 102700. https://doi.org/10.1016/j.psychsport.2024.102700
Published in
Psychology of Sport and ExerciseDate
2024Access restrictions
Embargoed until: 2026-12-01Request copy from author
Copyright
© 2024 Elsevier
Objective
This study aimed to examine the developmental relationships between achievement goals and affect in school physical education.
Method
The study sample comprised 1063 (girls 546) Finnish Grade 6 students (M = 12.27 years ± 0.33 at the beginning of the study). The participants in the study were asked to provide annual assessments about their perceptions of achievement goals, enjoyment, and anxiety. The assessments were conducted four times over three consecutive years.
Results
The results indicated that mastery-approach goals were positively associated with enjoyment (between-level), whereas both mastery-avoidance and performance-avoidance goals were positively associated with anxiety (between-level). Additionally, the associations between repeated measures (within-level) of mastery-approach goals and enjoyment were similar each year, whereas mastery- and performance-approach/avoidance goals were consistently associated with anxiety within the same year. Girls reported lower performance-approach goals and enjoyment but higher mastery-avoidance goals and anxiety than boys.
Conclusion
The findings suggest that mastery approach goals exhibit a positive correlation with favorable affective reactions, while performance-avoidance goals demonstrate a connection with maladaptive responses. Physical education teachers should endeavor to establish mastery-oriented goals for their students from the outset of the educational process.
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Publisher
ElsevierISSN Search the Publication Forum
1469-0292Keywords
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https://converis.jyu.fi/converis/portal/detail/Publication/233301296
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- Liikuntatieteiden tiedekunta [3254]
Related funder(s)
Research Council of FinlandFunding program(s)
Strategic research programmes, AoFAdditional information about funding
This work was supported by the Finnish Ministry of Education and Culture. This study was prepared within the project SchoolWell, funded by Strategic Research Council within the Academy of Finland (grant number 352512).License
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