| dc.description.abstract | This study tested Dweck and Leggett’s (1988) social cognitive model of motivation in the
physical domain. It investigated the effects of perceived competence (PC) and goal orientation
(GO) on affective and behavioral patterns in a motor skill activity. The model proposes that
under failure conditions subjects with a low perceived competence and an outcome/win goal
will have high negative affect, and will persist less than the other three groups, who will
continue to display a mastery pattern. The sample 61 university students majoring in physical
education. In phase 1 participants were individually tested on a throwing and balancing task
and completed a "Task Specific Perceived Competence" Scale. The Scale was administered
several days later to determine test-retest reliability (P=.79). The two scores were averaged and
the participants were separated into high or low perceived competence groups dependent on
the score obtained. Participants were then randomly assigned into two GO groups
differentiated by given instructions. In phase 2 subjects experienced four successful trials and
four failure trials on the task. They were told that they could have up to five additional
rehearsals in between each trial. A Positive Affect Negative Affect schedule (PANAS, Watson,
1988) was administered after trial four and trial eight. The data was analyzed by a 2 (PC) by
2 (GO) by 2 (gender) by 2 (success/failure condition) with repeated measures on the last
factor. There was a significant conditions effect for negative affect, F (1,53) = 17.68, p <.001.
Negative affect increased for all groups from success to failure. There was no support for an
interaction between PC and GO. The analysis for persistence revealed a GO by Gender by
Condition interaction, F(l,53) = 4.50, p <.05. Post-hoc analysis using a Scheff^ test revealed
that in success there was no difference between groups. In failure one group (females with an
outcome/win goal) was different from the other three. Across conditions three groups changed
significantly. The only group that failed to change were females with an outcome/win goal
orientation. The findings do not support the hypothesis of an interaction between PC and GO in failure conditions. The results have imphcations for goal setting and instructional methods
used to motivate students and athletes. | |
