Thesis-2008-Warburton.pdf (6.73 MB)
Approach-avoidance motivation in physical education
thesis
posted on 2014-01-14, 11:53 authored by Victoria E. WarburtonPhysical education (PE) represents one of the most important physical
settings in which to study motivational processes due to its uniqueness in including
all young people with a wide range of physical abilities. Moreover, positive
experiences in school PE are thought likely to enhance lifelong physical activity,
giving PE an important role in influencing young people's involvement in physical activity both within and beyond the school curriculum. However, there is
increasing concern over the physical activity levels of young people today, and
understanding the changes in pupil's motivational processes during the time when
they appear most at risk of declining levels of physical activity, may help
researchers and physical educators intervene to offset the decline. Using Elliot's
Hierarchical Model of Approach and A voidance Achievement Motivation (EIliot, ,
1999; ElIiot & Church, 1997) as a theoretical basis, the purpose of this thesis was to
examine pupil's approach-avoidance goal adoption in PE. Moreover, it was to
determine the temporal pattern of approach-avoidance goals and the predictive
utility of key antecedents, namely perceptions of competence and implicit theories
of ability to these temporal patterns.
Study 1 followed pupils across the primary to secondary school transition
and examined their approach-avoidan,ce goals, implicit theories of ability and
perceptions of competence prior to the transition and throughout Year 7 of
secondary school. On the whole, the changes appeared to be suggestive of less
adaptive motivationaf profiles, i.e., lower incremental beliefs, competence
perceptions and mastery-approach (MAp) goal stnving. Competence perceptions
and implicit theories of ability differed in their predictive utility of initial status and
rate of change in approach-avoidance goal adoption.· The effects of perceived
competence appeared to be stronger in Year 6 of primary school while the effects of
implicit theories of ability were more apparent in Year 7 of secondary school.
Furthermore, in Year 6 of primary school, boys exhibited a more adaptive
motivational profile than girls which remained throughout Year 7 of secondary
school.
Study 2a examined approach-avoidance goals, implicit theories of ability
and perceptions of competence in pupils in Years 7, 8 and 9 of secondary school.
Pupils completed measures on four occasions over a 9 month period. Goals and perceptions were tapped in relation to PE 'in general'. MAp, mastery-avoidance
(MAv) and performance-avoidance (PAv) goals exhibited a linear decline over time,
whereas performance-approach (PAp) goals showed no significant change.
Theoretical propositions regarding the antecedents of approach-avoidance goal
adoption were supported. Year group was found to moderate a number of these
antecedent ...... goal relationships. Results suggest that Year 7 is a critical time for
adolescents' motivation in school PE.
Study 2b determined the influence of implicit theories of ability and
competence perceptions on changes in approach-avoidance goal adoption in two
specific activities in the PE curriculum. In both tennis and cricket, differences
between pupils were more likely than differences between classes to account for
changes in implicit theories, perceptions of competence and approach-avoidance
goals over the course of a unit of work. Controlling for prior approach-avoidance
goal adoption, 'incremental beliefs predicted change in MAp goal adoption and
perceptions of competence predicted change in PAp goal adoption over the unit of
work in both tennis and cricket. Differences in the predictive pattern of antecedents
to changes in goal adoption emerged between activities.
The final study (study 3) provided a more-fine grained analysis of normative
achievement goal adoption in specific activities in PE by differentiating between
approach-avoidance and appearance-competition performance goals. Confirmatory
factor analysis supported the delineation off our performance goals. In line with the
Hierarchical Model of Approach and Avoidance Achievement Motivation, partial
support for the mediating role of performance goals was observed, but entity beliefs
and perceptions of a performance climate' each exerted a direct positive effect on
self-handicapping in PE. The addition of the appearance-competition distinction to
performance approach-avoidance goals revealed differences in the direction and
magnitude of the antecedent ...... goal and goal ...... outcome relationships.
The results of these four studies contained within the present thesis provide
interesting insights into pupils' approach avoidance motivation in PE at both the
contextual and activity specific level. The changes in pupils' motivation, on the
whole, are indicative of less adaptive motivational profiles as they progress through
their school career. Implicit theories of ability and competence perceptions appear
to play a role in offsetting this decline but future research endeavours should
continue to pursue longitudinal research to identify other key predictors of within-and between-pupil change. This will ensure that achievement motivation research
in the PE context is well placed to help educators promote more adaptive
motivational processes and outcomes that sustain participation in physical activity.
History
School
- Sport, Exercise and Health Sciences
Publisher
© V.E. WarburtonPublication date
2008Notes
A Doctoral Thesis. Submitted in partial fulfilment of the requirements for the award of Doctor of Philosophy of Loughborough University.Language
- en