School of Sport and Exercise Sciences, University of Birmingham, Birmingham B15 2TT, UK.
J Sports Sci. 2009 Nov;27(13):1471-82. doi: 10.1080/02640410903150459.
Elliot and colleagues (2006) examined the effects of experimentally induced achievement goals, proposed by the trichotomous model, on self-handicapping and performance in physical education. Our study replicated and extended the work of Elliot et al. by experimentally promoting all four goals proposed by the 2 x 2 model (Elliot & McGregor, 2001), measuring the participants' own situational achievement goals, using a relatively novel task, and testing the participants in a group setting. We used a randomized experimental design with four conditions that aimed to induce one of the four goals advanced by the 2 x 2 model. The participants (n = 138) were undergraduates who engaged in a dart-throwing task. The results pertaining to self-handicapping partly replicated Elliot and colleagues' findings by showing that experimentally promoted performance-avoidance goals resulted in less practice. In contrast, the promotion of mastery-avoidance goals did not result in less practice compared with either of the approach goals. Dart-throwing performance did not differ among the four goal conditions. Personal achievement goals did not moderate the effects of experimentally induced goals on self-handicapping and performance. The extent to which mastery-avoidance goals are maladaptive is discussed, as well as the interplay between personal and experimentally induced goals.
埃利奥特和同事们（2006）研究了由三分模型提出的实验诱导的成就目标对体育教育中自我设限和表现的影响。我们的研究通过实验促进了 2x2 模型提出的所有四个目标（埃利奥特和麦格雷戈，2001），测量参与者自己的情境成就目标，使用相对新颖的任务，并在小组环境中测试参与者，从而复制和扩展了埃利奥特等人的工作。我们使用了一种随机实验设计，有四个条件，旨在诱发 2x2 模型提出的四个目标之一。参与者（n=138）是本科生，他们参与了飞镖投掷任务。自我设限的结果部分复制了埃利奥特和同事们的发现，表明实验促进的表现回避目标导致练习减少。相比之下，与任何一个接近目标相比，促进掌握回避目标并不会导致练习减少。在四个目标条件下，飞镖投掷表现没有差异。个人成就目标并没有调节实验诱导目标对自我设限和表现的影响。讨论了掌握回避目标的不适应程度，以及个人目标和实验诱导目标之间的相互作用。
