Goal Orientations and Beliefs about the Causes of Sport Success among Elite Skiers

Duda, Joan L.; White, Sally A.

doi:10.1123/tsp.6.4.334

Cited by 100 publications

(78 citation statements)

References 21 publications

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“…Taken in their totality, our findings supported Elliot's arguments as well as the position of others regarding the expected concomitants of the achievement goals embedded in the dichotomous and trichotomous models (Dweck & Leggett, 1988;Elliot, 1997). The present results are also in line with the sport literature grounded in the dichotomous goal model (Duda & White, 1992). Interestingly, the observed correlations between mastery and task goals, as well as performance-approach and ego goals, were high enough to suggest identical if not very similar conclusions regarding the motivational processes and outcomes which may be tied to the respective pair of goals (task and mastery, r = .83; performance-approach and ego, r = .94, p < .01).…”

Section: Discussionsupporting

confidence: 79%

“…The 11-item Causes of Success in Sport Questionnaire (Duda & White, 1992) assesses participants' differential beliefs regarding the antecedents of sport success. When responding to the items, participants provided their responses on a 5-point Likert type scale (1 = strongly disagree, 5 = strongly agree).…”

Section: Causes Of Success In Sport Questionnairementioning

confidence: 99%

“…To provide further evidence regarding the construct validity of the targeted questionnaires, we examined the relationship of the multiple goals assessed by each measurement tool to distinguished and well validated external criteria. The targeted external criteria were variation in the emphasis placed on task and ego goals as measured by an established dichotomous goal questionnaire, namely the Task and Ego Orientation in Sport Questionnaire (Duda, 1989), as well as effort and ability beliefs regarding the causes of success (Duda & White, 1992).…”

mentioning

confidence: 99%

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Construct validity of multiple achievement goals: A multitrait‐multimethod approach

Nien¹,

Duda²

2009

International Journal of Sport and Exercise Psychology

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Motivation-related issues have been one of the most popular topics in sport and exercise psychology research (Roberts, 2001). Over the past several decades, achievement goal frameworks have provided one of the main models laying the groundwork for the study of motivational processes in the physical domain. Differences in how people interpret and respond to their achievement-related activities have been found to be dependent on the achievement goal(s) emphasized. Nicholls (1984Nicholls ( , 1989, in particular, has argued that how individuals define success and construe their level of competence underpins distinctions in achievement goals. When perceptions of high competence and subjective sport success are tied to outperforming others, people's goals revolve around an ego/ performance emphasis. In contrast, a sense of competence and personal success gained by exhibiting high effort, task mastery, and learning are assumed to reflect a task mastery/goal focus. In general, research conducted in sport and other achievement contexts has revealed mastery (or task) goals to be associated with adaptive cognitive, affective,

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Section: Discussionsupporting

confidence: 79%

Section: Causes Of Success In Sport Questionnairementioning

confidence: 99%

mentioning

confidence: 99%

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Construct validity of multiple achievement goals: A multitrait‐multimethod approach

Nien¹,

Duda²

2009

International Journal of Sport and Exercise Psychology

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“…In this study we used a Spanish translation. The TEOSQ has demonstrated factorial and construct validity and reliability in the physical domain, both in its original English version (18,19,21) and the adapted Spanish version (41). The alpha coefficients obtained based on our results were .82 and .81 for ego orientation and task orientation, respectively.…”

mentioning

confidence: 99%

Influence of the motivational climate in physical education on the intention to practice physical activity or sport

Escartí

Gutiérrez

2001

European Journal of Sport Science

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This study is based on the achievement goal theory and intended to verify the effects of the motivational climate of the physical education (PE) on students' motivation, interest, and intention to practice physical activity or sport. In order to meet these objectives, 975 participants, from 13 to 18 years of age, completed the following instruments: PECCS, TEOSQ, IMI, Satisfaction Scale, and the Intention to Practice Physical Activity or Sport. The data were analyzed by means of Structural Equation Modeling (SEM). The results confirmed that the mastery dimension of motivational climate has an influence, directly or indirectly, on task orientation, the three dimensions of intrinsic motivation-interest, perceived competence, and satisfaction-and the intention to practice physical activity or sport, in contrast to ego orientation. On the other hand, the comparison dimension of the motivational climate demonstrated specific effects on each of the variables analyzed, increasing the tension-pressure and negatively affecting the enjoyment and interest of the students. Therefore, in PE, a motivational climate oriented more toward mastery, rather than a competitive climate, should be promoted.Key Words: motivational climate, physical education classes, goal orientation, intrinsic motivation, intention to practice physical activity Key Points:•The mastery dimension of motivational climate, pursuit of progress by pupils, has a direct influence on task orientation.•The comparison dimension of motivational climate, pursuit of comparison by pupils, has a direct influence on ego orientation.•The mastery dimension of motivational climate has an indirect influence on intention to practice.•The comparison dimension of motivational climate, worries about mistakes, has a direct influence on tension-pressure and an indirect influence on intention to practice. IntroductionIn the area of physical education (PE) and sport sciences, one of the topics of study that has aroused great interest in the last decade is the study of the motivational climate that teachers create in their classes, as well as the implications that this climate has on the motivation and intention of the students to practice sport or do exercise. PE can be a very appropriate context in which to encourage young people to practice sport or do exercise at the present time and promote future physical activity or sport habits. The intention expressed by students to practice sport or Escartí and Gutiérrez physical activity can be both a good indicator of the motivation toward this activity as well as a strong predictor of this behavior (28).The most widely used theory in the last two decades to analyze the motivational processes in sports and educational contexts has been the achievement goal theory (1,2,22,30,33,34). This theory considers that people in achievement situations wish to demonstrate competence and that this desire leads them to develop two fundamental achievement goals, one related to selfreferenced parameters (task orientation), and the other with competiti...

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“…Past correlational studies have found goal orientations to be predictive of athletes' beliefs about causes of success (Duda & White, 1992), attitudes toward aggression and cheating (Duda, Olson, & Templin, 1991), intrinsic motivation (Duda, Chi, Newton, Walling, and Catley, 1995) .. In short, this research indicates that a strong task orientation corresponds to more adaptive perceptions and achievement strivings.…”

Section: Likang C:hi and Fu-shon Win National College Of Physical Edmentioning

confidence: 87%

Career transition research at Victoria University

Fortunato¹,

Anderson²,

Morris³

et al. 1995

PsycEXTRA Dataset

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Goal Orientations and Beliefs about the Causes of Sport Success among Elite Skiers

Cited by 100 publications

References 21 publications

Construct validity of multiple achievement goals: A multitrait‐multimethod approach

Construct validity of multiple achievement goals: A multitrait‐multimethod approach

Influence of the motivational climate in physical education on the intention to practice physical activity or sport

Career transition research at Victoria University

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