Students’ achievement task values, goal orientations, and interest are motivation-related constructswhich concern students’ purposes and reasons for doing achievement activities. The authors review the extant research on these constructs and describe and comparemany of the most frequently used measures of these constructs. They also discuss their development during childhood and adolescence. Th...

The objective of this study was to analyze the relationships between achievement goals and perceived physical competence in a sample 4493 adolescents 12 18 years age (M=14.92, SD=2.08). A cluster analysis performed (1) identify profiles based on their goal orientations competence, (2) assess whether clusters differed gender, age, participation activity. Three stable reflecting different were id...

Background: From the perspective of achievement goal orientation theory, athletes may evaluate their performance by comparing current achievements with previous (task orientation) or those other (ego orientation); these two orientations affect sport motivation and outcomes in different ways. Objective: Based on a sample competitive Czech beach volleyball players, this study aimed to assess rela...

Achievement goal theory has emerged as a major new direction in motivational research. A distinction is made among conceptually different achievement goal orientations including the goal to develop ability (task goal orientation), the goal to demonstrate ability (ability-approach goal orientation), and the goal to avoid the demonstration of lack of ability (ability-avoid goal orientation). Scal...

a r t i c l e i n f o This study examined the relations between perceived parenting styles, goal orientations, and academic achievement among Chinese students. A survey was conducted among 339 university students in Hong Kong to collect information on their perceptions of parenting styles, goal orientations, and grade point averages. Using structural equation modeling, the results suggested tha...

been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first yea...