Achievement Goals and Their Relations to Children's Disruptive Behaviors in an After-School Physical Activity Program

Autor/inn/en	Agbuga, Bulent; Xiang, Ping; McBride, Ron
Titel	Achievement Goals and Their Relations to Children's Disruptive Behaviors in an After-School Physical Activity Program
Quelle	In: Journal of Teaching in Physical Education, 29 (2010) 3, S.278-294 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Physical Activities; Achievement; Grade 3; Student Behavior; Behavior Problems; Goal Orientation; Grade 4; Grade 5; Grade 6; Questionnaires; Observation; Mastery Learning; Student Motivation; After School Programs; Health Promotion; African American Students; Hispanic American Students; Community Programs; Low Income Groups; Factor Analysis + Suchen Sie Ihr Suchwort? Performance; Leistung; School year 03; 3. Schuljahr; Schuljahr 03; Student behaviour; Schülerverhalten; Zielorientierung; Zielvorstellung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Fragebogen; Beobachtung; Schulische Motivation; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Faktorenanalyse
Abstract	This study used a trichotomous achievement goal model to explore and describe what actually happened in terms of students' achievement goals and disruptive behaviors in an after-school physical activity program. Participants included 158 students in grades 3-6. They completed questionnaires assessing their achievement goals and disruptive behaviors. Nine of the participants were also selected and observed for disruptive behaviors. Students reported higher scores on the mastery goal than they did on the performance-approach and performance-avoidance goals. The mastery goal was negatively related to students' self-reported low engagement, whereas the performance-approach and performance-avoidance goals were positively related to students' self-reported disruptive behaviors. Overall, findings of the study provide empirical support for the trichotomous achievement goal model as a viable theoretical framework in the study of students' disruptive behaviors in after-school physical activity settings. (Contains 3 tables.) (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://www.humankinetics.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10