Individual-level change in achievement goals in physical education

Warburton, V.E 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

[img] Microsoft Word (Manuscript IJRSE Final) - Submitted Version
Download (176kB)

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
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
Depositing User: Pure Connector
Date Deposited: 13 Apr 2016 11:01
Last Modified: 17 Mar 2020 16:15
URI: https://ueaeprints.uea.ac.uk/id/eprint/58202
DOI: 10.5861/ijrse.2016.1418

Actions (login required)

View Item View Item