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1.
成就目标取向对青少年网球运动员自我妨碍的影响及其与运动
成绩的相关研究 总被引：1，自引：1，他引：0
目的：了解青少年网球运动员成就目标取向和自我妨碍的现状，并探讨与运动成绩的关系。方法：采用自我妨碍量表和4 分成就目标量表
调查参加网球锦标赛的160 名运动员。结果处理采用相关分析和回归分析技术。结果：（1）自我妨碍与掌握接近目标负相关，与掌握回避目标和
成绩回避目标正相关。掌握接近目标、成绩接近目标与运动成绩正相关。自我妨碍与运动成绩负相关。（2）成就目标取向对运动成绩既有直接作
用，又有间接作用；自我妨碍在成就目标对运动成绩的影响中发挥着中介作用。（3）成就目标取向有年龄和性别的差异，自我妨碍在性别和运动
等级上存在着显著差异，但交互作用都不显著。 相似文献
2.
智力残疾运动员目标定向、完美主义与运动成绩的关系 总被引：1，自引：0，他引：1
以601名特奥会智力残疾运动员为对象,通过相关分析、结构方程模型对成就目标定向、完美主义和运动成绩的关系进行探讨.结果表明:(1)掌握趋近目标定向和追求完美对运动成绩有直接的正向预测作用;(2)成绩回避目标定向、掌握回避目标定向和不完美的消极反应对运动成绩有直接的负向预测作用;(3)成绩趋近目标定向和掌握趋近目标定向通过追求完美可间接预测运动成绩,且对追求完美有显著的正向预测作用;(4)成绩趋近目标定向、成绩回避目标定向和掌握回避目标定向通过对不完美的消极反应可间接预测运动成绩;(5)成绩回避和掌握回避对消极反应有显著的正向预测作用,而成绩趋近对消极反应有显著的负向预测作用. 相似文献
3.
对参加全国大学生网球锦标赛的242名运动员采用成就目标和自我妨碍量表,运用相关分析和回归分析方法,研究不同水平网球运动员目标取向的4个维度、自我妨碍水平及运动成绩的相关关系.结果表明,运动员掌握回避目标、成绩回避目标与自我妨碍呈正相关,掌握接近目标与之呈负相关;运动员掌握接近目标、成绩接近目标与运动成绩呈正相关,自我妨碍与之呈负相关.成就目标取向通过自我妨碍对网球运动员运动成绩有影响;性别、年龄对掌握接近和成绩接近有显著性差异,对掌握回避及成绩回避的差异不显著;运动员性别及运动等级对自我妨碍的差异效果应不显著. 相似文献
4.
自我管理一直是高校运动员有效平衡学习、训练和生活的能力，也是实现自我价值和成就目标的必要途径。本文运用文献资料法、问卷调查法等研究方法对我国高校高水平运动员的自我管理、运动成就目标以及自我效能感的中介作用进行研究。研究结果:自我管理中的时间管理、学习管理、认知管理、情绪管理、压力管理、健康管理、绩效管理及激励管理八个维度两两之间呈显著正相关，并与自我效能感及运动成就的三个维度之间呈显著正相关;运动成就中的任务目标、自我关联目标及他人关联目标三个维度之间两两呈显著正相关，并且与自我效能感呈显著正相关;自我效能感在自我管理与运动成就之间存在部分中介效应，即高水平运动员的自我管理不仅能直接影响其运动成就，而且可以通过其自我效能感的中介作用间接影响其运动成就。建议:高校要因材施教，从高水平运动员的自我效能感的中介作用出发，改善高校的管理环境，在促进高水平运动员自我管理能力的可持续发展的同时，促进获得优异竞赛成绩。 相似文献
5.
目的 1）探讨体育锻炼这一社会活动对个体主观幸福感的预测效应；2）验证领悟社会支持和情绪调节自我效能感在体育锻炼与主观幸福感之间的中介作用，并进一步检验这两个变量在体育锻炼预测个体主观幸福感的过程中是否具有链式中介作用。方法 使用《体育活动等级量表》《主观幸福感量表》《情绪调节自我效能感量表》《领悟社会支持量表》，对采用方便抽样法选取的755名大学生进行调查。结果 1）相关分析结果表明，体育锻炼与大学生领悟社会支持、情绪调节自我效能感和主观幸福感两两显著相关；2）中介效应检验结果表明，体育锻炼对大学生主观幸福感间的预测效应显著，纳入中介变量后，直接效应也显著。以领悟社会支持和情绪调节自我效能感分别为中介变量时，间接效应显著，以领悟社会支持和情绪调节自我效能感为链式中介变量时，间接效应同样显著。结论 体育锻炼能够正向预测大学生主观幸福感，领悟社会支持和情绪调节自我效能感在体育锻炼与主观幸福感之间具有链式中介作用。 相似文献
6.
采用大学生体育学习观问卷、一般自我效能感量表（GSES）,选取760名江南生源大学生为被试进行测评,探讨当代大学生的体育学习观及其与自我效能感的关系。研究结果：①大学生的体育学习观总体呈建构性特点,各维度间发展不同步;②不同性别的大学生在体育学习观的各维度得分上不存在显著差异;③大学生的体育学习观与一般自我效能感显著正相关;④学习能力观、学习过程观和学业自我体验是大学生一般自我效能感的有效预测变量。 相似文献
7.
魏忠凤 《沈阳体育学院学报》2023,(5):24-32
学业拖延是当前我国大学生面临的一个亟待解决的问题，一直受到研究者的关注。本研究运用横断面调查方法，采用体育活动等级量表、自我控制量表、手机成瘾倾向量表、学业拖延量表，对1 013名大学生进行调查分析，探讨保护性因素自我控制和危险性因素手机依赖在体育锻炼对大学生学业拖延影响中的中介作用。研究结果表明：体育锻炼、自我控制、手机依赖与大学生学业拖延两两相关。体育锻炼正向预测大学生自我控制，负向预测手机依赖和学业拖延；自我控制负向预测手机依赖和学业拖延；手机依赖正向预测学业拖延。自我控制和手机依赖在体育锻炼与大学生学业拖延之间起单独中介作用。自我控制和手机依赖在体育锻炼与大学生学业拖延之间起链式中介作用。研究建议：以体育人，充分发挥高校学校体育的教育功能；以“体测”促锻炼，培养大学生终身体育意识；“体心融合”,提升大学生心理品质；以研促教，全面覆盖学生群体。 相似文献
8.
探讨道德认同、自我定向、道德推脱对大学生体育学习偏差行为的影响,检验多重中介模型适配性。采用道德认同的内在化分量表、运动中任务定向和自我定向问卷的自我定向分量表、体育道德推脱量表和大学生体育学习偏差行为量表,对1537名大学生(年龄20.42±0.532岁;男874人,女663人)进行调查。结果显示:道德认同对大学生体育学习偏差行为的负向影响显著(F=76.668),自我定向、道德推脱对偏差行为的正向影响分别显著(F自我定向=186.899,F道德推脱=137.076);在道德认同影响大学生体育学习偏差行为时,自我定向、道德推脱分别具备部分中介效应,而且,二者的多重中介效应也显著,中介效应分别占总效应的38.10%、5.04%和9.88%,即:道德认同对大学生体育学习偏差行为的间接影响效应占总效应的53.02%。结论:道德认同是改善大学生体育学习偏差行为的心理特质,自我定向、道德推脱是诱发体育学习偏差行为的前因要素;道德认同既可以直接的方式改善大学生体育学习偏差行为,还可以通过抑制道德推脱机制来缓解自我定向,进而有效避免产生体育学习的偏差行为。本研究可为防范和解决体育教学中的诸多潜在问题提供理论参考和实践启示。 相似文献
9.
目的：基于自我效能感理论和学习投入理论探讨自我效能感、主动反刍和自主性动机对大学生体育学习投入的影响机制。方法：采用问卷调查法、数理统计法,基于自我效能感量表、学习投入量表、主动反刍分量表和自主性动机分量表,以2 754名本科在校大学生为被试,运用Mplus 8.3进行数据回归分析。结果：(1)自我效能感正向预测了大学生体育学习投入(β=0.405,t=13.639,P<0.01);主动反刍正向预测了大学生体育学习投入(β=0.519,t=21.395,P<0.01)。(2)主动反刍在自我效能感与大学生体育学习投入路径中发挥部分中介效应(β=0.210, 95■CI[0.178,0.244],P<0.01)。(3)自主性动机正向调节了自我效能感对主动反刍的作用效应(β=0.297,SE=0.049,t=5.994,P<0.01),同时正向调节了主动反刍对体育学习投入的作用效应(β=0.241,SE=0.712,t=3.386,P<0.01)。结论：自我效能感、主动反刍和自主性动机是大学体育学习投入的重要预测因素;自我效能感不仅能够直接正向预测大学生体育学习... 相似文献
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11.
Stuart JH Biddle CK John Wang Nikos LD Chatzisarantis 《Journal of sports sciences》2013,31(12):973-989
Three studies are reported of children and youth aged 11–19 years (n?=?3478) examining the nature of beliefs about athletic ability. Drawing on related research in academic, moral and stereotyping domains, development of a psychometric instrument assessing athletic ability beliefs is detailed. Support was found for a multidimensional hierarchical structure that is invariant across age and gender. Confirmatory factor analysis revealed a structure comprising two higher-order factors of entity and incremental beliefs underpinned by beliefs that athletic ability is stable and a gift (entity), and is open to improvement and can be developed through learning (incremental). Incremental beliefs, indirectly through a task goal orientation, and entity beliefs directly, predicted self-reported amotivation towards physical education and sport. On the other hand, enjoyment of physical activity in youth was predicted directly by task orientation and incremental beliefs. Predictions concerning the moderating role of perceived competence were not supported. Our findings highlight the importance of ability beliefs and goals in understanding the determinants of physical activity in children and youth. 相似文献
12.
Three studies are reported of children and youth aged 11-19 years (n = 3478) examining the nature of beliefs about athletic ability. Drawing on related research in academic, moral and stereotyping domains, development of a psychometric instrument assessing athletic ability beliefs is detailed. Support was found for a multidimensional hierarchical structure that is invariant across age and gender. Confirmatory factor analysis revealed a structure comprising two higher-order factors of entity and incremental beliefs underpinned by beliefs that athletic ability is stable and a gift (entity), and is open to improvement and can be developed through learning (incremental). Incremental beliefs, indirectly through a task goal orientation, and entity beliefs directly, predicted self-reported amotivation towards physical education and sport. On the other hand, enjoyment of physical activity in youth was predicted directly by task orientation and incremental beliefs. Predictions concerning the moderating role of perceived competence were not supported. Our findings highlight the importance of ability beliefs and goals in understanding the determinants of physical activity in children and youth. 相似文献
13.
Implicit beliefs of ability,approach-avoidance goals and cognitive anxiety among team sport athletes
《European Journal of Sport Science》2013,13(7):720-729
AbstractPeople's implicit beliefs of ability have been suggested as an antecedent of achievement goal adoption, which has in turn been associated with behavioural, cognitive and affective outcomes. This study examined a conditional process model with team sport athletes' approach-avoidance achievement goals as mediators between their implicit beliefs of sport ability and sport-related cognitive anxiety. We expected gender to moderate the paths from implicit beliefs of ability to approach-avoidance goals and from approach-avoidance goals to cognitive anxiety. Team sport athletes with a mean age of 20 years (163 females and 152 males) responded to questionnaires about their implicit beliefs of sport ability, approach-avoidance goals and sport-related cognitive anxiety. Incremental beliefs, gender and the interaction between them predicted mastery-approach goals. Gender also predicted mastery-avoidance goals, with females reporting higher levels than males. Mastery-avoidance goals, gender and the interaction between them predicted cognitive anxiety, with females reporting higher levels of anxiety than males. Entity beliefs positively predicted performance-avoidance goals and the interaction between performance-approach and gender predicted anxiety. The indirect effects also showed gender differences in relation to performance-approach goals. Taken together, our results suggest that coaches trying to create a facilitating climate for their male and female athletes may be wise to consider their athletes' anxiety and achievement goal patterns as these may affect both the athletes' well-being and performance. 相似文献
14.
John C.K. Wang Woon Chia Liu Marc R. Lochbaum Sarah J. Stevenson 《Research quarterly for exercise and sport》2013,84(2):303-312
We examined whether perceived competence moderated the relationships between implicit theories, 2 x 2 achievement goals, and intrinsic motivation for sports and physical activity. We placed 309 university students into high and moderate perceived competence groups. When perceived competence was high, entity beliefs did not predict the performance-avoidance goal; yet when perceived competence was moderately low, entity beliefs did predict this goal. The mastery-avoidance goal had no relationship with intrinsic motivation when perceived competence was high, but had a significant negative relationship when perceived competence was moderately low. Our findings highlight the importance of reexamining the role of perceived competence when studying implicit beliefs and the 2 x 2 achievement goals. 相似文献
15.
Karine Corrion Fabienne D'Arripe-Longueville Aïna Chalabaev Sandrine Schiano-Lomoriello Peggy Roussel François Cury 《Journal of sports sciences》2013,31(8):909-919
Abstract We tested a hypothetical model that examined both the effects of implicit theories of ability on the judgement of cheating acceptability in a physical education context and the mediating role of the achievement goals defined in the social-cognitive model of achievement motivation. Data were collected from 477 middle-school students, who completed measures of implicit theories of ability, achievement goals, and judgement of cheating acceptability in team sports within a cross-sectional design. The results indicated that performance-approach and performance-avoidance goals mediated the relationships between entity theory and the judgement of cheating acceptability, and mastery-approach and mastery-avoidance goals mediated the relationships between incremental theory and the judgement of cheating acceptability. Further research is needed to determine whether these results would be replicated with other moral variables and other contexts. 相似文献
16.
Achievement goals, perceived motivational climate, and students' self-reported mastery behaviors 总被引：1，自引：0，他引：1
Achievement goals and perceived motivational climate are two important constructs in achievement goal theory, and they play critical roles in student motivation and behavior Traditionally, these two constructs have been examined separately. The present study examined relationships between the two constructs and students' self-reported mastery behaviors as well as age-related differences. Three hundred eight students in 4th, 8th, and 11th grades completed questionnaires assessing their achievement goals, perceived motivational climate, and perceptions of their mastery behaviors. Results indicated that achievement goals and perceived motivational climate were related to students' self-reported mastery behaviors. However, the relations varied depending on the students' ages. The older students, compared to the younger ones, appeared to be inclined more toward ego orientation and the ego-involved climate. A multiple achievement goals perspective is recommended for future research on relationships among achievement goals, perceived motivational climate and achievement-related cognitions, and behaviors in physical education. 相似文献
17.
This research investigated stereotype threat effects on women's performance in sports and examined the mediation of this effect by achievement goals. The influence of two stereotypes-relative to the poor athletic ability and the poor technical soccer ability of women-were studied. Fifty-one female soccer players were randomly assigned to one of three conditions, introducing the task as diagnostic of athletic ability, technical soccer ability, or sports psychology. Next, they filled out a questionnaire measuring achievement goals and performed a soccer dribbling task. Results showed that compared with the control condition, females' performance significantly decreased in the athletic ability condition and tended to decrease in the technical soccer ability condition. Moreover, participants endorsed a performance-avoidance (relative to performance-approach) goal when the stereotypes were activated. However, this goal endorsement was not related to performance. The implications of these results for understanding the role of stereotypes in gender inequalities in sports are discussed. 相似文献
18.
Stewart A. Vella Rock E. Braithewaite Lauren A. Gardner Christopher M. Spray 《International review of sport and exercise psychology》2016,9(1):191-214
The purpose of this systematic review and meta-analysis was to gather, catalogue, assess, and evaluate the available evidence examining implicit beliefs about ability in the sport, physical activity, and physical education contexts. A total of 43 studies were found, of which 39 were subjected to meta analyses. With only 7 experimental studies, the strength of evidence is moderate, and the field would benefit from greater experimental work. Overall, incremental beliefs were moderately associated with a small group of theoretically derived correlates, while entity beliefs were only weakly associated. The field would benefit from expanding these outcomes to include a wider range of pertinent outcomes. Researchers should focus their efforts on systematically exploring the most powerful ways of inducing adaptive implicit beliefs with the aim of providing solutions to significant problems such as preventing dropout from organised sports, improving academic grades in and beyond physical education, and increasing levels of physical activity. 相似文献
19.
Achievement goal theory and the expectancy-value model of achievement choice were used to examine fourth-grade students' motivational changes in an elementary physical education running program. In fall and spring of the school year, participants (N = 113; 66 boys, 47 girls) completed questionnaires assessing achievement goals, expectancy beliefs, subjective task values, and intention for future running participation. They also completed a timed 1-mile (1.6 km) run. The number of laps they ran/walked during the school year was used to assess students' persistence/effort. Results indicated the students improved their run but became less motivated about running while participating in a year-long running program. Children's beliefs about how good they were in the running program (i.e., expectancy beliefs) and their perceptions of how interesting and fun it was (i.e., interest) emerged as the strongest positive predictors of their motivation for running over time. These findings provide strong empirical evidence that expectancy beliefs and interest are essential to children's motivation in elementary physical education. 相似文献
20.
《Sport Management Review》2020,23(2):256-270
The purpose of this study is to develop a comprehensive understanding of consumer experiences in participant sport events. The authors explored two traditionally prominent components (i.e., service quality and perceived economic value) and one emerging factor (i.e., athletic goal achievement) of consumer experiences at participant sport events. The authors examined the effects of these three factors on re-participation intention and the effect of athletic goal achievement on future exercise intention. Results of moderated serial mediation analyses based on data from a sample of marathon runners (N = 3186), all three factors exerted significant effects on re-participation intention. In particular, athletic goal achievement was positively associated with re-participation intention and future exercise intention through the serial mediation of performance satisfaction and overall event satisfaction. However, the moderating effects of athletic goal importance on the serial indirect relationship between athletic goal achievement and two outcome variables (i.e., re-participation intention and future exercise intention) were not significant. The findings of this study offer participant sport service providers with insights to manage participants’ athletic performance, service quality, and perceived economic value for better consumer experiences. Such efforts should result in higher participant satisfaction, better retention rates, and a higher post-event physical activity level. 相似文献