Universidad de Oviedo, Oviedo, Spain.
Psicothema. 2011 Feb;23(1):51-7.
This study examined the relationship between achievement and social goals, and explored how both goals affect students' level of informed self-determination in Physical Education. Participants were 395 high school students. Three scales were used to assess achievement, social goals, and motivation. Several hierarchical regression analyses revealed that mastery-approach goals were the greatest contributors to the individuals' levels of self-determination. Achievement and social goals were found to be separate predictors of students' levels of self-determination, and this highlights the importance of separating mastery and performance goals into avoidance and approach profiles. Girls reported significantly higher values than boys on responsibility, relationship, and mastery-avoidance goals, whereas boys scored higher on performance-approach goals. Researchers could use achievement and social goals to study students' motivation and achievement in Physical Education settings.
本研究考察了成就目标与社会目标之间的关系，探讨了这两个目标如何影响学生在体育教育中的知情自主水平。参与者为 395 名高中生。使用三个量表来评估成就、社会目标和动机。多项层次回归分析表明，掌握趋近目标是个体自主水平的最大贡献者。成就目标和社会目标被发现是学生自主水平的独立预测因素，这突出了将掌握和表现目标分为回避和趋近两种类型的重要性。女生在责任感、人际关系和掌握回避目标上的得分显著高于男生，而男生在表现趋近目标上的得分更高。研究人员可以利用成就目标和社会目标来研究学生在体育教育环境中的动机和成就。
