A Test of Multiple Achievement Goal Benefits in Physical Education Activities

Abstract

The independent and combined effects of achievement goals for physical education activities were investigated. Both dispositional goal orientations as well as perceived motivational goal climate were assessed, and the paper evaluated four different hypotheses for multiple goal benefits (additive, interactive, specialized, and selective hypotheses). It was hypothesized that students may benefit most from endorsing both task and ego orientations in their fitness activities, especially depending on their perceptions of the motivational climate. However, benefits of pursuing multiple goal orientations were not found. Instead, students reported putting forth more effort, enjoying their fitness activities more, feeling more competent in the activity, and persisting after the semester when they endorsed a task orientation or perceived the motivational climate to be task oriented.