536
Views
11
CrossRef citations to date
0
Altmetric
Asia

Psychometric properties of the 3 × 2 achievement goal questionnaire for sport

, , &
Pages 460-474 | Received 27 Aug 2014, Accepted 19 Dec 2015, Published online: 24 Feb 2016

References

  • Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A motivational analysis. In R. Ames & C. Ames (Eds.), Research on motivation in education (Vol. 1, pp. 177–207). New York, NY: Academic Press.
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271. doi: 10.1037/0022-0663.84.3.261
  • Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238–246. doi: 10.1037/0033-2909.107.2.238
  • Bentler, P. M. (1998). EQS structural equations program manual. Los Angeles: BMDP Statistical Software.
  • Bentler, P. M., & Bonnett, D. G. (1980). Significance tests and goodness-of-fit in covariance structures. Psychological Bulletin, 88, 588–606. doi: 10.1037/0033-2909.88.3.588
  • Bentler, P. M., & Wu, E. (1998). EQS for Windows (Version 5.7). Encino, CA: Multivariate Software.
  • Biddle, S., Wang, C. K. J., Kavussanu, M., & Spray, C. (2003). Correlates of achievement goal orientations in physical activity: A systematic review of research. European Journal of Sport Science, 3(5), 1–20. doi: 10.1080/17461390300073504
  • Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56, 81–105. doi: 10.1037/h0046016
  • Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334. doi: 10.1007/BF02310555
  • Cury, F., Da Fonséca, D., Rufo, M., Peres, C., & Sarrazin, P. (2003). The trichotomous model and investment in learning to prepare for a sport test: A mediational analysis. British Journal of Educational Psychology, 73, 529–543. doi: 10.1348/000709903322591226
  • Cury, F., Elliot, A., Sarrazin, P., Fonseca, D. D., & Rufo, M. (2002). The trichotomous achievement goal model and intrinsic motivation: A sequential mediational analysis. Journal of Experimental Social Psychology, 38, 473–481. doi: 10.1016/S0022-1031(02)00017-3
  • Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182–185. doi: 10.1037/a0012801
  • Duda, J. L., & Hall, H. (2001). Achievement goal theory in sport: Recent extensions and future directions. In R. N. Singer, H. A. Hausenblas & C. M. Janelle (Eds.), Handbook of sport psychology (pp. 417–443). New York: Wiley.
  • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048. doi: 10.1037/0003-066X.41.10.1040
  • Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169–189. doi: 10.1207/s15326985ep3403_3
  • Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (pp. 52–72). New York: Guilford Press.
  • Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218–232. doi: 10.1037/0022-3514.72.1.218
  • Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461–475. doi:10.1037/0022-3514.70.3.461
  • Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519. doi:10.1/00223514.80.3.501
  • Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103(3), 632–648. doi: 10.1037/a0023952
  • Fan, X., Thompson, B., & Wang, L. (1999). Effects of sample size, estimation methods, and model specification on structural equation modeling fit indexes. Structural Equation Modeling, 6(1), 56–83. doi: 10.1080/10705519909540119
  • Hu, L., & Bentler, P. M. (1999). Curoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. doi: 10.1080/10705519909540118
  • Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: Guilford Press.
  • Maehr, M. L., & Nicholls, J. G. (1980). Culture and achievement motivation: A second look. In N. Warren (Ed.), Studies in cross-cultural psychology (Vol. 3, pp. 221–267). New York: Academic Press.
  • Mascret, N., Elliot, A. J., & Cury, F. (2015). Extending the 3 × 2 achievement goal model to the sport domain: The 3 × 2 achievement goal questionnaire for sport. Psychology of Sport & Exercise, 17, 7–14. doi:10.1016/j.psychsport.2014.11.001
  • Moller, A. C., & Elliot, A. J. (2006). The 2 × 2 achievement goal framework: An overview of empirical research. In A. V. Mittel (Ed.), Focus on educational psychology (pp. 307–326). Hauppauge, NY: Nova Science Publishers.
  • Morris, R. L., & Kavussanu, M. (2008). Antecedents of approach-avoidance goals in sport. Journal of Sports Sciences, 26, 465–476. doi: 10.1080/02640410701579388
  • Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
  • Nicholls, J. G., Cheung, P. C., Lauer, J., & Patashnick, M. (1989). Individual differences in academic motivation: Perceived ability, goals, beliefs, and values. Learning and Individual Differences, 1(1), 63–84. doi: 10.1016/1041-6080(89)90010-1
  • Nien, C. L., & Duda, J. L. (2008). Antecedents and consequences of approach and avoidance achievement goals: A test of gender invariance. Psychology of Sport & Exercise, 9, 352–372. doi: 10.1016/j.psychsport.2007.05.002
  • Papaioannou, A. G., Zourbanos, N., Krommidas, H., & Ampatzoglou, G. (2012). The place of achievement goals in the social context of sport: A comparison of Nicholls’ and Elliot's models. In G. Roberts & D. Treasure (Eds.), Motivation in sport and exercise (3rd ed., pp. 59–90). Champaign, IL: Human Kinetics.
  • Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544–555. doi:10.1037/0022-0663.92.3.544
  • Roberts, G. C. (2012). Motivation in sport and exercise from an achievement goal theory perspective: After 30 years, where are we? In G. C. Roberts & D. C. Treasure (Eds.), Advances in motivation in sport and exercise (pp. 5–58). Champaign IL: Human Kinetics.
  • Roberts, G. C., Treasure, D. C., & Kavussanu, M. (1997). Motivation in physical activity contexts: An achievement goal perspective. Advances in Motivation and Achievement, 10, 413–447.
  • Satorra, A., & Bentler, P. M. (1994). Corrections to test statistics and standard errors in covariance structure analysis. In A. V. Eye & C. C. Clogg (Eds.), Latent variables analysis: Applications for developmental research (pp. 399–419). Thousand Oaks, CA: Sage.
  • Standage, M., Duda, J. L., & Ntoumanis, N. (2003). Predicting motivational regulations in physical education: The interplay between dispositional goal orientations, motivational climate and perceived competence. Journal of Sports Sciences, 21, 631–647. doi: 10.1080/0264041031000101962
  • Wang, C. K. J., & Biddle, S. J. H. (2001). Young people's motivational profiles in physical activity: A cluster analysis. Journal of Sport & Exercise Psychology, 23(1), 1–22. doi: 10.1123/jsep.23.1.1
  • Wang, C. K. J., Biddle, S. J. H., & Elliot, A. J. (2007). The 2 × 2 achievement goal framework in a physical education context. Psychology of Sport and Exercise, 8, 147–168. doi:10.1016/j.psychsport.2005.08.012
  • Wu, C., & Chen, L. H. (2010). Examining dual meanings of items in 2 × 2 achievement goal questionnaires through MTMM modeling and MDS approach. Educational and Psychological Measurement, 70(2), 305–322. doi: 10.1177/0013164409344501

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.