Cury F, Da Fonséca D, Rufo M, Peres C, Sarrazin P
University of Aix-Marseille II, France.
Br J Educ Psychol. 2003 Dec;73(Pt 4):529-43. doi: 10.1348/000709903322591226.
Contemporary views on motivation suggest that the approach-avoidance achievement goals conceptualization--namely the trichotomous model--can shed light on the important issue of student motivation.
To test the predictive value of the trichotomous model on the investment in learning a sport task for test preparation, and to validate a model which included a set of psychological processes (i.e., state anxiety and competence valuation) which mediate the relationship between the three goals (i.e., performance-approach, performance-avoidance, and mastery goals) and test preparation. The study was designed to investigate the direct and mediational effects of three experimental goal conditions on the time in which pupils prepared for a sport test.
French male school pupils (N = 75). Pupils were aged 13-15 years and attended schools in southern France.
Pupils prepared themselves for a sport task with a 5-minute period of training, and performed in one of three experimental conditions to which they were randomly assigned: a performance goal with a positive outcome focus (performance-approach), a performance goal with a negative outcome focus (performance-avoidance), or a mastery goal.
Pupils in the performance-avoidance group reported higher state anxiety and lower competence valuation than those in the performance-approach and mastery groups, and this psychological state was associated with less time taken to prepare for the test.
School pupils placed in an examination preparation context that elicits a performance goal with a negative outcome focus (performance-avoidance) show motivational deficits which manifest themselves in less time spent practising. The trichotomous model appears to be valid for the study of motivational processes in school physical education.
当代关于动机的观点表明，趋避成就目标概念化——即三分模型——能够阐明学生动机这一重要问题。
检验三分模型对为考试准备而学习一项体育任务投入程度的预测价值，并验证一个包含一组心理过程（即状态焦虑和能力评估）的模型，这些心理过程介导了三个目标（即成绩趋近、成绩回避和掌握目标）与考试准备之间的关系。该研究旨在调查三种实验性目标条件对学生为体育测试做准备时间的直接和中介效应。
法国男学生（N = 75）。学生年龄在13 - 15岁，就读于法国南部的学校。
学生通过5分钟的训练为一项体育任务做准备，并在随机分配的三种实验条件之一中进行测试：以积极结果为重点的成绩目标（成绩趋近）、以消极结果为重点的成绩目标（成绩回避）或掌握目标。
成绩回避组的学生比成绩趋近组和掌握目标组的学生报告的状态焦虑更高，能力评估更低，这种心理状态与为测试做准备所花费的时间更少有关。
处于引发以消极结果为重点的成绩目标（成绩回避）的考试准备情境中的学生表现出动机缺陷，表现为练习时间减少。三分模型似乎对学校体育动机过程的研究有效。
