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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/20724

Title: Individual-level change in achievement goals in physical education
Authors: Warburton, Victoria E.
Spray, Christopher M.
Keywords: Individual change
Physical education
Achievement goals
Issue Date: 2017
Publisher: Consortia Academia (© the authors)
Citation: WARBURTON, V.E. and SPRAY, C.M., 2017. Individual-level change in achievement goals in physical education. International Journal of Research Studies in Education, 6 (1), pp. 75-90.
Abstract: We examined different methods of assessing individual-level stability and change in goal adoption within the context of school physical education (PE) over the transition from primary to secondary school and between school years in Key Stage 3. We assessed whether implicit theories of ability and gender were associated with individual-level change and ipsative continuity. Data from two longitudinal samples in which pupils completed self-reports of achievement goal adoption and implicit theories of ability are presented. Across both samples there was evidence of both goal stability and change across the key transition periods and some evidence for the role of implicit theories of ability in goal stability and change at the individual-level. Pupil gender was not associated with stability and change in goals in a consistent manner. Implications for future research are discussed.
Description: This is an open access article published by Consortia Academia Publishing and distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence. https://creativecommons.org/licenses/by-nc-nd/4.0/
Version: Published
DOI: 10.5861/ijrse.2016.1418
URI: https://dspace.lboro.ac.uk/2134/20724
Publisher Link: http://dx.doi.org/10.5861/ijrse.2016.1418
ISSN: 2243-7703
Appears in Collections:Published Articles (Sport, Exercise and Health Sciences)

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