The development of self-perceptions of ability and achievement goals and their relations in physical education.

This study examined the development of self-perceptions of ability and achievement goals and their relationships in physical education. Three hundred and eight students in 4th, 8th, and 11th grades completed questionnaires assessing their goal orientations, conceptions of ability, and perceived competence in physical education. Analyses assessing grade-related changes in conceptions of ability and achievement goals showed that as the students progressed from grades 4 through 11, they were more likely to: (a) interpret ability as a stable capacity that may limit or increase the effect of effort on performance and (b) become ego-oriented. Analyses assessing relationships between variables of interest across grade level revealed that achievement goals were related to different conceptions of ability, students' self-ratings were significantly positively correlated to their teachers' ratings of their competence, and no consistent relationships emerged between achievement goals and perceived competence.