College Students’ Achievement Goals, Social Goals, and Self-reported Persistence in Physical Activity Class Settings

Abstract

ABSTRACT Achievement goal theory has been a dominant framework guiding research on motivation in physical activity (PA) settings. This study was designed to examine the predictive role of achievement goals and social goals on college students’ self-reported persistence toward PA. We also examined gender- and grade-related differences in achievement goals and social goals. A total of 440 college students participated in this correlational study. Three scales were used to assess students’ achievement goals, social goals, and persistence toward their self-reported PA. Multiple regression analysis revealed that mastery-approach goals, social responsibility goals, and social relationship goals were significant positive predictors of students’ self-reported persistence. Additionally, results from a multivariate analysis of variance showed no significant differences for gender, grade levels, and interaction between gender and grade levels in achievement goals and social goals. Findings suggest using both achievement goals and social goals to study student motivation and achievement in college PA settings.