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Joan L. Duda and Harry L. Hom Jr.

This study examined the interrelationships between young athletes’ and parents’ personal and perceived goal orientations in sport. Forty-three boys and 34 girls who were involved in a summer basketball camp completed the Task and Ego Orientation in Sport Questionnaire (TEOSQ) with respect to their own dispositional goal perspective in basketball and their perceptions of the goal orientation of the parent who was most involved with their basketball participation. The parents (55 mothers and 21 fathers) responded to the TEOSQ in tenns of their personal goal orientation and their perceptions of the goal orientation held by their child in basketball. Results revealed no significant correlations between children’s and parents’ self-reported task and ego orientation. Children’s goal orientation was significantly related to their views concerning the goal orientation adopted by their patents. The implications of these findings for understanding the socialization of sport goal orientations are discussed.

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Harry L. Hom Jr., Joan L. Duda, and Arden Miller

Two major ways of judging one’s competence and defining subjective success in achievement situations are task (focus is on improvement) and ego (focus is on beating others) involvement (16). Specific to the athletic context, this study examined the relationship of young athletes’ proneness to task and ego involvement, or individual differences in the degree of task and ego orientation, respectively, to their (a) beliefs about the causes of success, (b) perceived ability, and (c) degree of satisfaction/enjoyment in the athletic domain. Subjects were 55 young athletes recruited from summer basketball camps. Congruent with previous research on older athletes and the classroom, a conceptually consistent relationship between goal orientations and views concerning the causes of success was revealed. Young athletes who were high in task and ego orientation tended to perceive themselves as more capable and report greater satisfaction/enjoyment. Implications concerning the motivational consequences of goal orientations for children and youth are discussed.