College Students’ Goal Orientations, Situational Motivation and Effort/Persistence in Physical Activity Classes

in Journal of Teaching in Physical Education
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  • 1 University of Minnesota
  • 2 University of Utah
  • 3 University of Texas
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The purpose of this study was to examine relationships among college students’ 2 × 2 goal orientations (mastery-approach [MAp], mastery-avoidance [MAv], performance-approach [PAp], performance-avoidance [PAv]), situational motivation (intrinsic motivation, identified regulation, external regulation and amotivation) and effort/persistence in physical activity classes. Participants (140 female, 109 male) completed a battery of questionnaires assessing the outcome variables at the last week of instruction. Regression analyses revealed that MAp and PAp emerged as positive predictors for intrinsic motivation whereas MAp was the only positive predictor for identified regulation. MAp was negatively related to amotivation (AM), while PAp and PAv were positively related to AM. In addition, MAp, PAp, intrinsic motivation, and identified regulation were significant positive predictors of effort/persistence.

Gao is with School of Kinesiology, University of Minnesota; Minneapolis, MN. Podlog is with Exercise and Sport Science, University of Utah, Salt Lake City, UT. Harrison is with the Dept. of Curriculum & Instruction, University of Texas at Austin, Austin, TX.

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