Perceived ability and motivational goal: Mastery-oriented and learned helpless responses to a challenging motor task
Shakarian, Diana Christine
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Permalink
https://hdl.handle.net/2142/19426
Description
Title
Perceived ability and motivational goal: Mastery-oriented and learned helpless responses to a challenging motor task
Author(s)
Shakarian, Diana Christine
Issue Date
1990
Doctoral Committee Chair(s)
Thompson, Margaret M.
Department of Study
Kinesiology and Community Health
Discipline
Kinesiology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Physical
Education, Elementary
Education, Educational Psychology
Language
eng
Abstract
Based on Dweck's framework (1984), this study examined the effects of perceived competence and motivational goals on the achievement behaviors (task choice, performance, strategy use and cognitions) of children on a challenging motor task. Subjects consisted of 127 fourth, fifth and sixth grade students (60 boys and 67 girls). Consistent with predictions learning goal children and high ability performance goal children demonstrated mastery oriented achievement behaviors by selecting a challenging task, and exhibiting similar or improved performance and strategy use under success and failure conditions. Low ability performance goal children selected easy tasks, however, the predicted learned helpless response to failure evidenced by deteriorated task performance emerged for only low ability performance goal boys, and the predicted decline of effective strategy use for low ability performance goal children was not supported. Due to an insufficient number of verbalizations, cognitions were not analyzed. Implications for theory and practice are addressed.
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