A Study of Ability Beliefs, Perceived Competence, 2×2 Achievement Goals and Sport Enjoyments of Element School Students in Sport Settings

• Main Authors: Ming-Hsiang Liu, 劉明相
• Other Authors: Jing-Horng Lu
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/81630697981458487462

碩士 === 國立體育大學 === 體育研究所 === 97 === The purposes of this study were to examine : (a) the interactive effects of ability beliefs and perceived competence in predicting 2×2 achievement goals, (b) the prediction of achievement goals on sport enjoyments, (c) the prediction of ability beliefs and perceived competence on sport enjoyments, (d) the meditational effects of 2×2 achievement goals on ability beliefs in predicting sport enjoyments, and (e) the meditational effects of 2×2 achievement goals on perceived competence in predicting sport enjoyments. This study recruited 404 adolescent athletes (males=205; females=199) from 14 elementary schools. Participants ranged in age from 10-12 years (M=11.26, SD=0.67) and administered Ability Beliefs Scale, Perceived Competence Scale, 2×2 achievement goal questionnaires and Revised Sport Enjoy Scale. Person Correlation Analysis and hierarchical regression analyses revealed: (a) there is no interactive effects of ability beliefs and perceived competence in predicting 2×2 achievement goals; however, increment ability beliefs positively predicted mastery-approach and performance-approach goals; also perceived competence positively predicted mastery-approach, performance-approach goals and negatively predicted mastery-avoidance goals, (b) mastery-approach goals positively predicted sport enjoyments, (c) increment ability beliefs and perceived competence positively predicted sport enjoyments, (d) mastery-approach goal partially mediated the relationship between increment ability beliefs and sport enjoyments, and (e) mastery-approach goals partially mediated the relationship between perceived competence and sport enjoyments. In general, this study partially supported Elliot and his colleagues’(Elliot, McGregor, & Thrash, 2002) theory regarding to the antecedents and consequences of achievement goals and future research direction is discussed.