The 2×2 achievement goal framework in a physical education context.

By C. K. John Wang, Stuart J. H. Biddle, A. Elliot. 2007

216 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d31c63401f6ed658f8fd29ef33039ff08d27dc33

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Examining the Construct Validity of Mastery-Avoidance Achievement Goals: A Meta-Analysis (2010, background): “Measures in the sport domain included enjoyment, effort, boredom, and physical activity participation (Wang et al., 2007).”
A meta-analytic review of the approach-avoidance achievement goals and performance relationships in the sport psychology literature (2015, background): “Likewise within Elliot’s frameworks, the mastery and mastery approach goals have been consistently related to PA levels,(37) the desirable physical education and competitive sport participation outcomes such as intrinsic motivation(49) and enjoyment.(50) The moderate in magnitude relationship with p”
Stability and change in achievement goal orientations: A person-centered approach (2011, result): “Adding to other studies focusing on students’ achievement goal profiles (e.g., Daniels et al., 2008; Liu et al., 2009; Niemivirta, 2002a; Pastor et al., 2007; Tuominen-Soini et al., 2008; Wang et al., 2007), we explicitly acknowledged the fact that the patterning of goal orientations may change over”
Promoting enjoyment in girls' physical education: The impact of goals, beliefs, and self-determination (2007, background): “Second, this study did not look into the approach–avoidance dimension of achievement goals (Elliot, 1997; Elliot and Church, 1997; Elliot and Harackiewicz, 1996; Wang et al., 2007).”
Beyond positive and negative affect: achievement goals and discrete emotions in the elementary physical education classroom. (2009, result): “For instance, high intercorrelations between goals that share no common dimension have been reported (Guan, Xiang, McBride, & Bruene, 2006; Wang, Biddle, & Elliot, 2007) and similar relations of different achievement goals to outcomes were obtained, suggesting a lack of functional discrimination amo”
Extending the 3 × 2 achievement goal model to the sport domain: The 3 × 2 Achievement Goal Questionnaire for Sport (2015, result): “For example, in the extant literature, mastery-approach goals assessed with task-based items seem to yield a positive pattern of relations somewhat more consistently than those assessed with selfapproach items (cf. Schnatz & Conroy, 2009; Wang et al., 2007).”
Motivational Climate and Students’ Emotional Experiences and Effort in Physical Education (2010, background): “Wang, Biddle, and Elliot (2007) found that students who emphasize self-improvement may be preoccupied with the possibility of not improving their abilities as an outcome of involvement in PE lessons.”