Motivation in Sport: The Relevance of Competence and Achievement Goals.

By J. Duda. 2005

159 citations recorded by the source corpus.

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Citations in the corpus

Extending the 3 × 2 achievement goal model to the sport domain: The 3 × 2 Achievement Goal Questionnaire for Sport (2015, background): “These sport measures generated a large body of empirical research (for reviews, see Biddle, Wang, Kavussanu, & Spray, 2003; Duda, 2005; Ntoumanis & Biddle, 1999) that helped establish the prominence of the achievement goal approach to achievement motivation.”
Perceived competence moderates the relation between performance-approach and performance-avoidance goals (2012, background): “Achievement goals represent the purpose or aim of competence-relevant behavior (Elliot, 1999; Maehr, 1983).”
Trait Anxiety in Young Athletes as a Function of Parental Pressure and Motivational Climate: Is Parental Pressure Always Harmful? (2011, background): “A large body of research evidence in both educational and sport settings indicates that mastery climates are associated with better psychosocial and performance outcomes than are ego climates (Ames, 1992; Duda, 2005; Smoll, Smith, & Cumming, 2007a).”
To Win, or Not to Lose, At Any Cost: The Impact of Achievement Goals on Cheating (2011, unknown): “A motivational climate may have a strong influence on achievement-related cognition, affect and behaviour (Duda, 2005; Van Yperen, 2003b; cf. Galbreath, in press).”
Beyond positive and negative affect: achievement goals and discrete emotions in the elementary physical education classroom. (2009, result): “, positively or negatively signifying, respectively, an approach or an avoidance orientation for either task or ego goals), research conducted in sport and PE domain has provided some equivocal results within this 2 2 achievement goal model (Duda, 2005).”
On the measurement of achievement goals: critique, illustration, and application (2008, unknown): “Both the experimental and the correlational research have yielded a substantial amount of information about the strivings of individuals (most commonly students, athletes, and employees) in achievement contexts and the implications of these strivings (see Duda, 2005; Elliot, 2005; Meece, Anderman, &”
The dual nature of perfectionism in sports: relationships with emotion, motivation, and performance (2011, background): “Motivation is another variable of key interest in sport psychology, particularly achievement motivation (Duda, 2005).”
Understanding the impact of intrinsic versus extrinsic goal framing on exercise performance: The conflicting role of task and ego involvement (2007, background): “…it should be noted that the performance-approach goal items of the TEOSQ assess desire to outperform others; thus, self-validation concerns are not implied within the ego goal items, although Duda (2005) seems to consider these self-worth concerns as an integral part of the definition of ego goals.”