The goal of this study was to assess the effects of two different achievement sport contexts, practice and competition, on the motivational profile of professional/semi-professional athletes. Forty-eight Spanish national/international-level female athletes (basketball = 18; handball = 12; soccer = 11; volleyball = 7), mean age 25.14 ± 3.43 years, agreed to participate in the study. They complet...

The present research examined the role of working memory in the pursuit of qualitatively different achievement goals. Pursuit of a mastery-approach goal entails a focus on developing self-referential competence while a performance-approach goal entails a focus on demonstrating normative competence. Across two experiments it was found that, when working memory is loaded, individuals pursuing a m...

The large body of goal theory research that has induced performance goals or included them on forced-choice questionnaires has produced coherent results. However, the few studies available on the matter suggest that students rarely generate performance goals spontaneously, if performance goals are defined in normative terms (i.e., outperforming peers). Furthermore, although students may need so...

Achievement goals have been linked to achievement in various educational settings. The present work explored day-to-day variations (mastery, performance-approach, performance-avoidance) and their associations with daily experiences of academic success failure. Ambulatory assessment data from 108 students Grade 5 were collected, assessments the morning end-of-day reports Dynamic structural equat...

Goal theory perspectives on motivation are at the forefront of research regarding adolescents’ motivation in learning contexts, focusing on the purposes (both academic and social) individuals perceive for engaging in achievement related behaviour. Much research however, has focused on early adolescence, meaning there is limited research regarding late adolescence or the relevance of particular ...

What goes into motivating students to take effective action? Ideally, are not only motivated invest time their studying, but that they use in and productive ways. In the present study, we surveyed college undergraduates ( N = 366) about how engage one of courses. Specifically, explored motivation-related implicit beliefs ease difficulty mindsets, intelligence mindset; Dweck, 2000 ; Fisher Oyser...

Studies examining students’ achievement goals, cognitive engagement strategies and performance have found that achievement goals tend to predict classes of cognitive strategy use which predict performance on measures of learning. These studies have led to deeper theoretical understanding, but their reliance on self-report data limit the conclusions that can be drawn. We employed a behavioral ap...