The 3 × 2 achievement goal model and its relation to students’ persistence/effort in college physical activity classes

Abstract

Objective: This study examined (1) the validity and reliability of the 3 × 2 achievement goal questionnaire (3 × 2 AGQ) in a college physical activity (PA) setting, and (2) relationships between achievement goals and students’ persistence/effort. Methods: Participants were 556 students (M = 20.31 years, SD = 1.34; 305 males; 251 females) enrolled in PA classes at a major university in the southwest U.S. Results: Results indicated that the 3 × 2 AGQ failed to assess six achievement goals as construed in the 3 × 2 model of achievement goals in academic settings. However, it served as a reliable and valid measure assessing task/self-approach, task/self-avoidance, other-approach, and other-avoidance goals in a college PA setting. All except other-avoidance goals were found motivationally beneficial and positively predicted persistence/effort. Conclusions: Instructors are encouraged to figure out how to use their influences and peers’ influences to help students endorse achievement goals that contribute to positive motivation, such as task/self-approach goals.

Keywords:

• 3 × 2 achievement goals
• college students
• persistence/effort
• physical activity
• task/self-approach goals

Conflict of interest disclosure

The authors have no conflicts of interest to report. The authors confirm that the research presented in this article met the ethical guidelines, including adherence to the legal requirements, of United States of America and received approval from the Institutional Review Board of Texas A&M University.

Funding

No funding was used to support this research and/or the preparation of the manuscript.