TY - JOUR
T1 - The impact of achievement goals on cardiorespiratory fitness
T2 - Does self-efficacy make a difference?
AU - Gao, Zan
AU - Xiang, Ping
AU - Lochbaum, Marc
AU - Guan, Jianmin
PY - 2013/11/25
Y1 - 2013/11/25
N2 - Purpose: The relationships among students' self-efficacy, 2 × 2 achievement goals (masteryapproach [MAp], mastery-avoidance [MAv], performance-approach [PAp], and performanceavoidance goals), and achievement performance remain largely unanswered. We tested a model of the mediating role of self-efficacy on the relationship between 2 × 2 achievement goals and cardiorespiratory fitness Method: A sample of 276 middle school students (115 boys and 161 girls; 91 sixth graders, 87 seventh graders, and 98 eighth graders), aged 12 to 15 years (Mage = 13.34, SD = 0.96), responded to the Achievement Goals Questionnaire (Conroy, Elliot, & Hofer, 2003) and Self-Efficacy Questionnaire (Gao, Newton, & Carson, 2008) referenced to the fitness test. Their cardiorespiratory fitness was assessed via the Progressive Aerobic Cardiorespiratory Endurance Run (PACER) 3 days later. Results: Structural equation modeling demonstrated an acceptable model fit to the data, χ2(2, N = 105) = 1.66. Self-efficacy had a statistically significant direct effect on the PACER after controlling for the effects of the achievement goals (γself-efficacy-PACER = .21). MAv and PAp also had direct effects on PACER performance ((γMAv-PACER = 2.24, and γPAp-PACER = .24, respectively). MAp failed to exert direct effect on the PACER. However, the indirect effect of MAp on the PACER via self-efficacy was small although it was statistically significant. Additionally, the indirect effects of MAv and PAp on PACER through self-efficacy were not significant Conclusions: Students' self-efficacy fully mediated the effect of MAp on fitness performance, as well as partially mediated the effects of MAv and PAp on cardiorespiratory fitness performance. Study implications are provided for educators and practitioners.
AB - Purpose: The relationships among students' self-efficacy, 2 × 2 achievement goals (masteryapproach [MAp], mastery-avoidance [MAv], performance-approach [PAp], and performanceavoidance goals), and achievement performance remain largely unanswered. We tested a model of the mediating role of self-efficacy on the relationship between 2 × 2 achievement goals and cardiorespiratory fitness Method: A sample of 276 middle school students (115 boys and 161 girls; 91 sixth graders, 87 seventh graders, and 98 eighth graders), aged 12 to 15 years (Mage = 13.34, SD = 0.96), responded to the Achievement Goals Questionnaire (Conroy, Elliot, & Hofer, 2003) and Self-Efficacy Questionnaire (Gao, Newton, & Carson, 2008) referenced to the fitness test. Their cardiorespiratory fitness was assessed via the Progressive Aerobic Cardiorespiratory Endurance Run (PACER) 3 days later. Results: Structural equation modeling demonstrated an acceptable model fit to the data, χ2(2, N = 105) = 1.66. Self-efficacy had a statistically significant direct effect on the PACER after controlling for the effects of the achievement goals (γself-efficacy-PACER = .21). MAv and PAp also had direct effects on PACER performance ((γMAv-PACER = 2.24, and γPAp-PACER = .24, respectively). MAp failed to exert direct effect on the PACER. However, the indirect effect of MAp on the PACER via self-efficacy was small although it was statistically significant. Additionally, the indirect effects of MAv and PAp on PACER through self-efficacy were not significant Conclusions: Students' self-efficacy fully mediated the effect of MAp on fitness performance, as well as partially mediated the effects of MAv and PAp on cardiorespiratory fitness performance. Study implications are provided for educators and practitioners.
KW - Mastery-approach goal
KW - Mastery-avoidance goal
KW - Performance-approach goal
KW - Performance-avoidance goal
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U2 - 10.1080/02701367.2013.814908
DO - 10.1080/02701367.2013.814908
M3 - Article
C2 - 24261010
AN - SCOPUS:84887949345
SN - 0270-1367
VL - 84
SP - 313
EP - 322
JO - Research Quarterly for Exercise and Sport
JF - Research Quarterly for Exercise and Sport
IS - 3
ER -