The 3 × 2 Achievement Goal Model and Its Relation to Students' Persistence/Effort in College Physical Activity Classes
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| Title: | The 3 × 2 Achievement Goal Model and Its Relation to Students' Persistence/Effort in College Physical Activity Classes |
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| Language: | English |
| Authors: | Jihye Lee, Ping Xiang, Jiling Liu (ORCID |
| Source: | Journal of American College Health. 2024 72(8):2683-2692. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Physical Activities, Health Activities, Student Motivation, Student Participation, Persistence, Psychometrics |
| DOI: | 10.1080/07448481.2022.2123709 |
| ISSN: | 0744-8481 1940-3208 |
| Abstract: | Objective: This study examined (1) the validity and reliability of the 3 × 2 achievement goal questionnaire (3 × 2 AGQ) in a college physical activity (PA) setting, and (2) relationships between achievement goals and students' persistence/effort. Methods: Participants were 556 students (M = 20.31 years, SD = 1.34; 305 males; 251 females) enrolled in PA classes at a major university in the southwest U.S. Results: Results indicated that the 3 × 2 AGQ failed to assess six achievement goals as construed in the 3 × 2 model of achievement goals in academic settings. However, it served as a reliable and valid measure assessing task/self-approach, task/self-avoidance, other-approach, and other-avoidance goals in a college PA setting. All except other-avoidance goals were found motivationally beneficial and positively predicted persistence/effort. Conclusions: Instructors are encouraged to figure out how to use their influences and peers' influences to help students endorse achievement goals that contribute to positive motivation, such as task/self-approach goals. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1448654 |
| Database: | ERIC |
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| Abstract: | Objective: This study examined (1) the validity and reliability of the 3 × 2 achievement goal questionnaire (3 × 2 AGQ) in a college physical activity (PA) setting, and (2) relationships between achievement goals and students' persistence/effort. Methods: Participants were 556 students (M = 20.31 years, SD = 1.34; 305 males; 251 females) enrolled in PA classes at a major university in the southwest U.S. Results: Results indicated that the 3 × 2 AGQ failed to assess six achievement goals as construed in the 3 × 2 model of achievement goals in academic settings. However, it served as a reliable and valid measure assessing task/self-approach, task/self-avoidance, other-approach, and other-avoidance goals in a college PA setting. All except other-avoidance goals were found motivationally beneficial and positively predicted persistence/effort. Conclusions: Instructors are encouraged to figure out how to use their influences and peers' influences to help students endorse achievement goals that contribute to positive motivation, such as task/self-approach goals. |
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| ISSN: | 0744-8481 1940-3208 |
| DOI: | 10.1080/07448481.2022.2123709 |
