Using Achievement Goals and Interest to Predict Learning in Physical Education

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Ang Chen, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: On the basis of an integrated theoretical approach to achievement motivation, the authors designed this study to investigate the potential influence of mastery goal, performance-approach and avoidance-approach goals, individual interest, and situational interest on students' learning in a physical education softball unit. The authors collected and analyzed data from 6th graders (N = 177), using correlation and multiple regression analyses. The results revealed that the mastery goal was a significant predictor for the recognition of situational interest, although individual interest directly contributed to acquisition of knowledge and skill. The findings suggest a need for researchers to adopt an integrated theoretical framework to explore the complicated connection between achievement motivation and learning in physical education.

Additional Information

Journal of Experimental Education, 75(2), 89-108.
Language: English
Date: 2007
Knowledge and skill acquisition, Motivation, Physical activity level

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