Prediction of achievement-related cognitions and behaviors in the physical domain: A test of the theories of goal perspective and self-efficacy

Likang Chi, Purdue University

Abstract

The purpose of this study was to examine and compare the theories of goal perspective and self-efficacy in terms of the predictions of selected achievement-related cognitions and behaviors. Eighty male college students were recruited to participate in a competitive cycling-related task. The results related to the first purpose of this investigation indicated that dispositional goal orientation had a significant impact on subjects' perceived competence, self-reported exerted effort, enjoyment, task selection, and cycling performance. The prediction of goal perspective theory with respect to performance was fully supported. For people who were high ego-/low task-oriented, their cycling performance impaired significantly when they experienced low competence and lost the races. Relating to the second purpose, this investigation supported the utility of self-efficacy theory in predicting self-reported exerted effort, enjoyment, and cycling performance. Moreover, path analysis provided a causal evidence in support self-efficacy theory specific to the prediction of performance. Once subjects had experience with respect to the task, self-efficacy significantly predicted cycling performance. Subjects' past performance also strongly affected their subsequent performance. Self-satisfaction seems to reflect subjects' affective response after a competitive encounter more than a predictor of subsequent performance. The third purpose of this investigation was to compare the utility of goal perspective theory and self-efficacy theory. The results of this study suggested that both model predicted achievement-related cognitions and behaviors in the physical domain. Future research focused on the dynamic processes of achievement motivation which identifies and combines the constructs of both theoretical frameworks is advocated. Moreover, further multi-theory testing including the goal perspective model of motivation is called for in the context of physical task performance.

Degree

Ph.D.

Advisors

Duda, Purdue University.

Subject Area

Physical education

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