Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17350
Title: Students' attitudes and perceived purposes of physical education in Singapore: Perspectives from a 2× 2 achievement goal framework
Authors: Wang, John C. K.
Lim, Coral Boon San
Aplin, Nick, 1952-
Chia, Michael, 1963-
McNeill, Michael C.
Tan, Clara Wee Keat
Keywords: Physical education
Achievement goals
Perceived purposes of PE
Attitudes
Enjoyment
Issue Date: 2008
Citation: Wang, C. K. J., Lim, B. S. C., Aplin, N. G., Chia, Y. H. M., McNeill, M., & Tan, W. K. C. (2008). Students' attitudes and perceived purposes of physical education in Singapore: Perspectives from a 2× 2 achievement goal framework. European Physical Education Review, 14(1), 51-70.
Abstract: The aim of the present study was to re-examine the relationships between achievement goals and perceived purposes of PE, perceived motivational climates, attitudes towards their PE teachers and affective outcomes using the 2 × 2 achievement goal framework. Four hundred and ninety-three secondary school students (222 males, 262 females, 9 missing) in Singapore completed questionnaires. Cluster analysis revealed three distinct clusters that differed significantly in their achievement goals profiles. One cluster consisting of high scores on mastery-approach, mastery-avoidance and performance-avoidance achievement goals was linked to the most positive set of characteristics and outcomes while the cluster with low achievement goals was linked to most negative characteristics and outcomes. There was another cluster with moderate levels of mastery-approach that had relatively positive perceptions and attitudes towards PE. The findings of these three goal profiles provide insight and add knowledge to the existing literature. Research that ignores the independence of the 2 × 2 achievement goal framework may risk making spurious conclusions.
Description: This is the final draft, after peer-review, of a manuscript published in European Physical Education Review. The published version is available online at http://dx.doi.org/10.1177/1356336X07085709
URI: http://hdl.handle.net/10497/17350
ISSN: 1356-336X (print)
1741-2749 (online)
Other Identifiers: 10.1177/1356336X07085709
Appears in Collections:Journal Articles

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