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Temporal relations among multidimensional perceptions of competence and trichotomous achievement goals in physical education

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journal contribution
posted on 2013-01-03, 13:29 authored by Christopher SprayChristopher Spray, Victoria E. Warburton
Objectives: The purpose of the present study was two-fold: (1) To empirically establish whether young people differentiate their perceived competence in physical education (PE) in terms of the self, mastery of tasks, and others, and (2) To examine longitudinal relations between these three ways of defining perceived competence and trichotomous achievement goals. Methods: At the start of the study, students (n = 227 males, n = 205 females; M age = 13.18, SD =.87 years) completed measures of mastery-approach, performance-approach- and performance-avoidance goals, along with other-, self- and mastery-referent forms of perceived competence. The same measures were subsequently recorded three, six and nine months later. Results: Analyses supported longitudinal factorial invariance for each goal and each type of perceived competence. Partial support was found for the positive influence of other-referent perceived competence on approach- and avoidance-performance goal adoption over time. Conclusion: Young people can construe their competence in PE in various ways. Relative to one’s classmates, increases in other-referenced perceptions of competence can subsequently lead to increased adoption of both performance goals.

History

School

  • Sport, Exercise and Health Sciences

Citation

SPRAY, C.M. and WARBURTON, V.E., 2011. Temporal relations among multidimensional perceptions of competence and trichotomous achievement goals in physical education. Psychology of Sport and Exercise, 12 (5), pp. 515 - 524

Publisher

© Elsevier Ltd

Version

  • AM (Accepted Manuscript)

Publication date

2011

Notes

This article was published in the journal Psychology of Sport and Exercise [© Elsevier Ltd]. The definitive version is available at: http://dx.doi.org/10.1016/j.psychsport.2011.04.007

ISSN

1469-0292

Language

  • en