Supplemental Material for Has Achievement Goal Theory Been Right? A Meta-Analysis of the Relation Between Goal Structures and Personal Achievement Goals

2019 ◽  
Keyword(s):  
Achievement Goals ◽  
Meta Analysis ◽  
Achievement Goal ◽  
Achievement Goal Theory ◽  
Goal Theory ◽  
Goal Structures

scholarly journals Clarifying Misconceptions and Misrepresentations in Achievement Goal Research in Sport: A Response to Harwood, Hardy, and Swain

2001 ◽  
Vol 23 (4) ◽  
pp. 317-329 ◽  
Author(s):  
Darren C. Treasure ◽  
Joan L. Duda ◽  
Howard K. Hall ◽  
Glyn C. Roberts ◽  
Carol Ames ◽  
...  
Keyword(s):  
Achievement Goals ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Theory ◽  
Goal Theory ◽  
Theoretical Frameworks ◽  
Task Involvement ◽  
Present Response ◽  
The Relationship ◽  
The Way

In a recent article, Harwood, Hardy, and Swain (2000) presented what they termed a critical analysis of the conceptualization and measurement of achievement goals in sport. The purpose of the present article is to challenge their interpretation of achievement goal theory and to question many of their subsequent recommendations. Specifically, the present response will focus on Harwood et al.’s (a) interpretation of Nicholls’ personal theories of achievement; (b) their contention that task involvement cannot exist in competitive sport; (c) the proposed tripartite conceptualization of goal involvement states; (d) their understanding of the relationship between the way an individual conceptualizes ability and the foundation of dispositional goal orientations; and (e) their criticisms of the way dispositional goal orientations have been measured in sport. Theoretical frameworks are always a work in progress. To this end, we concur with the spirit of Harwood et al.’s article which implies that our conceptual models should be continuously questioned, tested, and extended. However, we believe their interpretation and recommendations do little to enhance our conceptual understanding of achievement goal theory in sport.

scholarly journals Testing the Mastery-Avoidance Construct in Achievement Goal Theory: A Meta-Analytic Confirmatory Factor Analysis (MA-CFA) of Two Achievement Goals Scales

2020 ◽  
Author(s):  
Kamden K Strunk ◽  
Wilson Lester ◽  
Forrest Lane ◽  
Payton Hoover ◽  
Jasmine Betties
Keyword(s):  
Adaptive Learning ◽  
Achievement Goals ◽  
Achievement Goal ◽  
Achievement Goal Theory ◽  
Goal Theory ◽  
Ongoing Debate ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Mastery Avoidance ◽  
Avoidance Goals

Achievement goal theory is a popular theoretical framework that has been widely used to understand the goals students hold regarding their academic work. This theoretical model has been subject to an ongoing debate regarding the number and nature of constructs it includes. Notable in such debates has been the inclusion or exclusion of mastery-avoidance goals. The purpose of this study was to conduct meta-analytic confirmatory factor analyses (MA-CFA) on two popular achievement goal measures, the Achievement Goal Questionnaire-Revised (AGQ-R) and the Patterns of Adaptive Learning Scales (PALS) achievement goals scales, to analyze the structure of these scales across published studies. The models were a better fit for the data without mastery-avoidance, and overall the data suggest researchers should consider excluding mastery-avoidance.

scholarly journals THE ACHIEVEMENT GOAL THEORY AS AN APPROACH TO STUDY SCHOOL PRINCIPALS’ LEADERSHIP MOTIVATION

2014 ◽  
Vol 58 (1) ◽  
pp. 27-38
Author(s):  
Christian Brandmo ◽  
Dijana Tiplic ◽  
Eyvind Elstad
Keyword(s):  
Educational Leadership ◽  
Achievement Goals ◽  
School Principals ◽  
School Leaders ◽  
Organizational Factors ◽  
Achievement Goal ◽  
Achievement Goal Theory ◽  
Performance Goals ◽  
Goal Theory ◽  
And Performance

This study investigates how the achievement goal theory and its measures can be utilized to understand the school principals’ achievement goals for leading. The achievement goal theory is an analytical tool little used when studying educational management. This explorative study aims at developing a measure of principals’ achievement goals for leading, by using a factor analysis of the scores of 270 Norwegian principals. The analysis shows a clear distinction between principals’ mastery and performance goals for leading. Mastery goals for leading were positively correlated with constructs such as principals’ efficacy beliefs for leading, autonomy and teacher-principal trust, while performance goals were weaker or not significantly correlated with these constructs. The study suggests that the context and organizational factors are influencing principals’ purposes of achievement behaviour. Given the increasing emphasis on the accountability of school leaders, the current study suggests the achievement goal theory as a fruitful approach when studying educational leadership. Key words: accountability, achievement goals, educational leadership, school leaders’ motivation.

Persistence and Effort in Moving Achievement Goal Research Forward: A Response to Treasure and Colleagues

2001 ◽  
Vol 23 (4) ◽  
pp. 330-345 ◽  
Author(s):  
Chris Harwood ◽  
Lew Hardy
Keyword(s):  
Goal Orientation ◽  
Achievement Goals ◽  
Status Quo ◽  
Achievement Goal ◽  
Achievement Goal Theory ◽  
Goal Theory ◽  
Competitive Sport ◽  
Research Needs ◽  
The Status ◽  
The Impact

In their response to our recent paper (Harwood, Hardy, & Swain, 2000), Treasure et al. (2001) claimed to have clarified our misconceptions and misrepresentations of achievement goal research. After first of all commenting on the apparently rather emotive nature of their response, we logically deal with each of their criticisms. Specifically, we present sound theoretical arguments to show that: (a) personal theories of achievement hold primacy over achievement goals; (b) we are not “particularly confused” (or even a little confused) in our understanding of conceptions of ability; (c) there are excellent reasons for examining the possibility of a tripartite approach to goal orientation and goal involvement; and (d) the issue of measurement in achievement goal research needs to be carefully reconsidered. Further, in response to the status quo offered by Treasure and colleagues, we call for more innovative research that will help progress the impact of achievement goal theory in competitive sport.

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