Warburton, V.E ORCID: https://orcid.org/0000-0001-7293-2657 and Spray, C. M.
(2017)
Individual-level change in achievement goals in physical education.
International Journal of Research Studies in Education, 6 (1).
pp. 75-90.
ISSN 2243-7711
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Abstract
We examined different methods of assessing individual-level stability and change in goal adoption within the context of school physical education (PE) over the transition from primary to secondary school and between school years in Key Stage 3. We assessed whether implicit theories of ability and gender were associated with individual-level change and ipsative continuity. Data from two longitudinal samples in which pupils completed self-reports of achievement goal adoption and implicit theories of ability are presented. Across both samples there was evidence of both goal stability and change across the key transition periods and some evidence for the role of implicit theories of ability in goal stability and change at the individual-level. Pupil gender was not associated with stability and change in goals in a consistent manner. Implications for future research are discussed.
Item Type: | Article |
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Additional Information: | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Philippines License |
Uncontrolled Keywords: | individual change,physical education,achievement goals,transitions |
Faculty \ School: | Faculty of Social Sciences > School of Education and Lifelong Learning |
UEA Research Groups: | Faculty of Social Sciences > Research Groups > Sport, Health And Education |
Depositing User: | Pure Connector |
Date Deposited: | 13 Apr 2016 11:01 |
Last Modified: | 30 Jul 2023 22:19 |
URI: | https://ueaeprints.uea.ac.uk/id/eprint/58202 |
DOI: | 10.5861/ijrse.2016.1418 |
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