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| Autor/inn/en | Guan, Jianmin; Xiang, Ping; Keating, Xiaofen D.; Land, William M. |
|---|---|
| Titel | Junior High School Students' Achievement Goals, Social Goals, and Self-Reported Persistence in Physical Education Settings |
| Quelle | In: European Physical Education Review, 26 (2020) 1, S.218-230 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1356-336X |
| DOI | 10.1177/1356336X19846912 |
| Schlagwörter | Junior High School Students; Academic Achievement; Goal Orientation; Academic Persistence; Physical Education; Social Responsibility; Mastery Learning; Gender Differences; Performance; Student Motivation |
| Abstract | This study utilized a 2 × 2 achievement goal model to explore a relationship between achievement goals and social goals, and how these goals are associated with junior high school students' self-reported persistence toward physical activities. A total of 246 students from four junior high schools participated in the study. The results revealed that mastery-approach goals, social responsibility goals, and performance-approach goals were significantly positive predictors of persistence, whereas mastery-avoidance goals, performance-avoidance goals, and social relationship goals were not significant predictors of persistence. Additionally, girls scored significantly higher values on social relationship, social responsibility, and mastery-avoidance goals than boys, whereas boys reported significantly higher values on performance-approach goals than girls. Findings provide empirical support to the view that both achievement goals and social goals should be used to examine student motivation and achievement in junior high school physical education settings while considering gender differences. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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