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A preliminary examination of adding ...

University of Illinois at Urbana-Champaign.

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A preliminary examination of adding the approach-avoidance distinction to achievement goal theory.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A preliminary examination of adding the approach-avoidance distinction to achievement goal theory./
作者:	Walker, Brent Wayne.
面頁冊數:	126 p.
附註:	Adviser: Glyn C. Roberts.
Contained By:	Dissertation Abstracts International63-02B.
標題:	Psychology, Social. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3044251
ISBN:	9780493581279

A preliminary examination of adding the approach-avoidance distinction to achievement goal theory.
Walker, Brent Wayne.

A preliminary examination of adding the approach-avoidance distinction to achievement goal theory. - 126 p.

Adviser: Glyn C. Roberts.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001.

The purpose of the present study was to provide a test of adding the approach-avoidance distinction to the current task-ego goal structure of achievement goal theory. Additionally, the purpose of the present study was to examine the antecedents of avoidance goal adoption. It was proposed that participants adopting avoidance goals would experience negative affective, cognitive, and behavioral experiences compared to participants adopting approach goals while attempting a baseball throwing task.

ISBN: 9780493581279Subjects--Topical Terms:

529430
Psychology, Social.

A preliminary examination of adding the approach-avoidance distinction to achievement goal theory.
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100 1 $a Walker, Brent Wayne. $3 1025115
245 1 2 $a A preliminary examination of adding the approach-avoidance distinction to achievement goal theory.
300 $a 126 p.
500 $a Adviser: Glyn C. Roberts.
500 $a Source: Dissertation Abstracts International, Volume: 63-02, Section: B, page: 1092.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001.
520 $a The purpose of the present study was to provide a test of adding the approach-avoidance distinction to the current task-ego goal structure of achievement goal theory. Additionally, the purpose of the present study was to examine the antecedents of avoidance goal adoption. It was proposed that participants adopting avoidance goals would experience negative affective, cognitive, and behavioral experiences compared to participants adopting approach goals while attempting a baseball throwing task.
520 $a The participants for this study were 185 eleven to eighteen year olds participating in a university baseball camp. The participants were asked to complete two throwing tasks in which they attempted to hit a target as many times as possible in 10 throws. Prior to the first throwing task, participants were randomly placed into one of four goal manipulations (task, ego approach, ego avoidance, control). For the second throwing task participants selected their own goals and the antecedents of avoidance goals were analyzed.
520 $a Results from the first throwing task indicated that participants did not differ in their levels of enjoyment, effort, threat appraisals, or task involvement based on goal involvement. Although achievement goals did not influence participants' responses, participants did differ in their achievement responses based on their perceived success following the first throwing task, levels of perceived ability and performance expectancies. Results from the second throwing task indicated that participants' adoption of avoidance goals were not predicted by their levels of perceived ability or performance expectancies. Additionally, participants adopting avoidance goals did not differ from participants adopting approach goals in their reported enjoyment or effort. Participants adopting avoidance goals did report greater threat appraisals than participants adopting approach goals. In conclusion, the current study does not suggest that avoidance goals are always de-motivating for sport participants. In fact, the findings of the current study suggest that avoidance goals may be very motivating in certain instances.
590 $a School code: 0090.
650 4 $a Psychology, Social. $3 529430
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790 1 0 $a Roberts, Glyn C., $e advisor
791 $a Ph.D.
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