Perception Of Success Questionnaire Research Articles

Perception of success among adults practicing various fighting arts.

Goal orientations, which influence learning and motivation, are categorized into task orientation (focused on skill development and personal mastery) and ego orientation (focused on outperforming others and gaining recognition). This study aims to explore how different demographics perceive success in martial arts. The research questions focused on identifying correlations between perceptions of success and demographic factors: (1) sex, (2) age, (3) type of martial art practiced, and (4) nationality. These factors were examined to understand their impact on success perceptions among martial arts practitioners. The study utilized the Perception of Success Questionnaire (POSQ) to gather data from 268 participants-142 from Poland and 126 from Ukraine-selected through voluntary participation. Statistical analyses included standard deviation, coefficient of variability, Spearman's rank correlation, and ANOVA for multifactor analysis. The study revealed a weak correlation between the type of martial art practiced and perception of success (r s = 0.38), indicating that the style of martial art has limited influence on success perception. There was a weak correlation between nationality and perception of success (r s = 0.20), suggesting cultural factors do not play a role. A strong correlation was found between age and perception of success (r s = 0.80), highlighting how perceptions evolve with age. A significant correlation was also found between sex and perception of success (r s = 0.90), which may reflect broader cultural patterns influenced by globalization. While the study identifies important demographic correlations affecting perceptions of success in martial arts, the findings are constrained by the sample size and demographic distribution, which limits the generalizability of the results. Further research with a larger and more diverse sample is recommended to deepen understanding.

Goal Orientations of Secondary School Students and Their Intention to Practise Physical Activity in Their Leisure Time: Mediation of Physical Education Importance and Satisfaction.

The aim of this study was to analyse the mediating role of Physical Education importance and satisfaction/fun between the dispositional goal orientations of secondary school students and their intention to partake in leisure time physical activity. The research design was descriptive, cross-sectional, and non-randomized. In total, 2102 secondary school students participated (Mage = 14.87; SD = 1.39) (1024 males; 1078 females). The scales used were the Perception of Success Questionnaire, Importance of Physical Education, Satisfaction with Physical Education, and Intention to Participate in Leisure Time Physical Activity. Structural equation models with the latent variables were also calculated. The results highlight that Physical Education satisfaction/fun has a mediating effect between task orientation and the intention to practice physical activity during leisure time.

Validation of Sport Anxiety Scale-2 (SAS-2) among Polish athletes and the relationship between anxiety and goal orientation in sport

This study aims to assess the validity and reliability of the Polish version of the Sport Anxiety Scale-2, as well as to determine the relationship between anxiety and goal orientation among high-performance and recreational athletes. A total of 519 athletes aged M = 22.83 (SD = 4.92) participated in the study, including 266 males and 253 females. 242 athletes trained professionally and 277 recreationally. The Sport Anxiety Scale-2 (SAS-2) was used to assess anxiety levels, while the Task and Ego Orientation in Sport Questionnaire (TEOSQ) and the Perception of Success Questionnaire (POSQ) enabled to assess athletes’ goal orientation. Confirmatory factor analysis showed a good fit of the model to the data for the Polish version of the Sport Anxiety Scale-2 (CFI = 0.945, RMSEA = 0.072). The models obtained during analysis of high-performance and recreational athletes, women and men, also presented a satisfactory fit to the data (CFI 0.932–0.946). The configural, metric, scalar and strict measurement invariances were demonstrated for high-performance and recreational athletes as well as among women and men. High internal consistency coefficients (alpha 0.81–0.91) and a high test–retest reliability indexes were reported (ICC 0.74–0.87). Women presented higher level of competitive anxiety than men. A positive relationship between competitive anxiety and athletes’ ego orientation was also presented. This relationship concerned particularly women practicing sport recreationally.

Values, motivational orientation and team cohesion amongst youth soccer players

There is a close link between moral education and sports activities. A well-organized sport can be an excellent means of transferring positive values to children and adolescents, which can influence motivation and group processes. This study aimed to analyse (a) the relationships between social, personal and individualistic values, motivational orientation and team cohesion amongst young soccer players and (b) compare differences in these variables between players competing in different age categories. Our participant sample comprised 401 male soccer players of Spanish teams (mean age = 14.64 years) competing in official competitive leagues, of five age categories, Under-10 years to Under-19. All participants responded to three instruments: the Values Scale for Positive Adolescent Development, the Perception of Success Questionnaire and the Group Environment Questionnaire. Correlation and regression, and analysis of differences between categories were performed. The results confirm that personal values are mainly related to task orientation, and individualistic values to ego orientation. The values of responsibility, integrity and honesty were the best predictors of task orientation, and social recognition and hedonism predict ego orientation. Honesty and responsibility were the main predictors of both task and social cohesion. Younger players showed a higher level of social values, task orientation and social cohesion, while older players show higher individualistic values and ego orientation. Implications for research or practice are discussed.

Achievement goal orientations, sport motivation and competitive performance in beach volleyball players

Background: From the perspective of achievement goal orientation theory, athletes may evaluate their performance by comparing current achievements with previous achievements (task orientation) or with those of other athletes (ego orientation); these two orientations may affect their sport motivation and performance outcomes in different ways. Objective: Based on a sample of competitive Czech beach volleyball players, this study aimed to assess the relationships among achievement goal orientations (task/ego), sport motivation (represented by intrinsic motivation, extrinsic regulation, and amotivation), and athletes' competitive performance. Methods: A total of 128 beach volleyball players (63 men and 65 women, age 26 ± 6.27 years, range 14-42 years) from the highest Czech national competition participated in the questionnaire survey. The questionnaire battery included the Sport Motivation Scale-6 as a measure of self-determined sport motivation and the Perception of Success Questionnaire as a measure of achievement goal orientation. We used multiple linear regression models to assess the relationships among achievement goal orientations, different types of sports motivation, and athletes' performance in sports competition measured by their point averages at the end of the season. Results: In regression models, we observed different effects of task and ego orientations on dependent variables, including intrinsic motivation, external regulation and athletes' competitive performance. Specifically, we found a highly significant effect of task orientation in the model of intrinsic motivation (ß = .522, p < .001, R2 = .255) and a highly significant effect of ego orientation in the model of external regulation (ß = .394, p < .001, R2 = .132). Furthermore, we found a significant effect of ego orientation in the model of athletes' competitive performance (ß = .239, p = .005, R2 = .122). Conclusions: We assume that task and ego orientations contribute to different outcomes in competitive athletes, with task orientation supporting athletes' interest in and enjoyment of the sport and ego orientation supporting athletes' external regulation and performance in competition. Based on self-determination theory, task orientation may affect intrinsic motivation through the satisfaction of the basic needs of autonomy, relatedness and competence. At the same time, ego orientation may support less self-determined motivation but may also represent an advantage in the highly competitive environment of elite sports.

Achievement goals and self-determined motivation in Botswana elite youth athletes: An extension of Achievement Goals and Self­ Determination Theories

This study examined whether data from an elite African youth sport context support the tenets of the Self-Determination Theory (SDT) and if the youths’ achievement goals were associated with their self-determined motivation. Eighty-two male (n =37) and female (n = 45) national athletes from Botswana aged 13-18 years old (M = 16.46, SD = 1.40) who participated in the African Youth Games completed the revised Sport Motivation Scale (SMS-II) and the Perception of Success Questionnaire. A confirmatory factor analysis (CFA) of the SMS-II showed that data from Botswana support the relative autonomy continuum postulated by the SDT. A multiple regression analysis showed task-orientation to be a significant ( β= .25, p = .04) predictor of relative autonomy, while ego-orientation was not. The study offers support to existing findings on the relationship between SDT and achievement goal orientations and presents a valuable perspective from a less studied sport context. Enhancing task-orientation in competitive youth sport may be a pathway to the development of self-determined motivation.

The Mediating Role of Goal Orientation (Task) in the Relationship between Engagement and Academic Self-Concept in Students.

Some students many not possess the necessary strategies and skills to meet the demands of academic life and develop negative attitudes, physical and mental exhaustion, and other attitudes that will undermine their personal and academic development. This study analyses the relationship and possible role of goal orientation as a mediator between engagement and academic self-concept. Methods: The study concerned a population of 1756 subjects from 12 secondary schools (ESO). The instruments used included the Utrecht Work Engagement Scale—Student (UWES-S), the Perception of Success Questionnaire (POSQ), and the Academic Self-Concept Scale (ASCS). Results: The results revealed significant correlations between academic engagement, task-oriented goal orientation, and academic self-concept. In addition, task orientation was found to play a positive mediating role between academic engagement and academic self-concept, leading to adaptive models in secondary school students. Conclusion: These results highlight the need to promote goal orientation in order to stimulate self-determined behaviours in the school environment and improved levels of academic self-concept, which in turn will facilitate the psychological and personal development of the student and increase the chances of academic success.

Psychological Analysis among Goal Orientation, Emotional Intelligence and Academic Burnout in Middle School Students.

During schooling, students can undergo, for more or less long periods of time, different contextual settings that can negatively affect their personal and academic development, leading them not to meet their academic goals. The main objective of this research responds to examine the relationships between the constructs of goal orientations, emotional intelligence, and burnout in students. Method: This research comprised 2896 students from 15 Spanish high schools with ages between 12 and 18 years distributed across male (N = 1614; 55.73%) and female (N = 1282; 44.26%) genders. The measurements were made through Perception of Success Questionnaire (POSQ), the Trait Meta Mood Scale (TMMS-24) and the Maslach Burnout Inventory Student Survey (MBI-SS). Results: Results showed links between task orientation, high emotional intelligence levels, and adaptive behaviors and between ego orientation, academic burnout and less adaptive behavior. Similarly, it was shown that emotional intelligence can be used to predict goal-oriented behaviors. Conclusion: It is argued that the promotion of task orientation among secondary school students can lead to the adoption of adaptive behaviors and this, in turn, improve the development of students toward academic and personal settings.

Study of the Motivation of Spanish Amateur Runners Based on Training Patterns and Gender.

The objectives of the present study are to analyze the different training patterns of the amateur runners, according to their gender, and to find out a correlation between the training pattern and the motivation. The sample was composed of 457 amateur runners. For the collection of data, a two-part questionnaire was used. The first part consisted of questions about sporting and healthy patterns and the second part consisted of the Perception of Success Questionnaire (POSQ), adapted to Spanish. The obtained results indicated that their motives for starting to practice running and to continue their involvement are health and fun. The training pattern is as follows: they practise one to three days per week, running from three to five hours overall plus additional stretching and high intensity training. They participated in less than one running event per month. Most of them did not belong to an athletic club, did not have a coach, were not federated and have more than four years’ experience of running. What concerns the gender differences, the men trained more than the women, and they did it with relatives and friends; women preferred to do it with friends or by themselves with the assistance of a coach. Age and running hours per week were the best variables to predict the task goal orientation, especially for men. For women, training hours per week predicted the goal orientation but to the ego. This finding could be especially helpful for coaches. A high number of training hours for men was linked with a task goal orientation, and on the other hand, for women it meant an ego goal orientation. The consequences of their behaviours were likely to be markedly different.

Exploring the Psychological Effects of Optimism on Life Satisfaction in Students: The Mediating Role of Goal Orientations.

Subjective wellbeing is a current issue today. Various variables affect subjective wellbeing during adolescence: a crucial stage in the life of the individual. This study focuses on analysing the relationship between academic goal orientation, optimism and life satisfaction in adolescent students, as well as the possible mediating role of the goal orientation (task and ego) in the relationship between optimism and life satisfaction in adolescents. Methods: The sample comprises 1602 students (male N = 871; 54.36% and female N = 731; 45.63%) from nine secondary schools. The instruments used were the Life Orientation Test Revised (LOT-R), the Perception of Success Questionnaire (POSQ) and the Satisfaction With Life Scale (SWLS) questionnaire. Results: The results of the study reveal significant correlations between optimism-related variables, goal orientation and life satisfaction. In addition, goal orientation was found to have a positive mediating role on optimism and life satisfaction. Conclusion: The study shows the importance of promoting adaptive behaviours in goal orientation in adolescents, leading to optimal levels on variables such as optimism and life satisfaction, which in turn improve the individual’s psychological development and academic performance.

The Measurement of Goal Orientation in Sport: Psychometric Properties of the Polish Version of the Perception of Success Questionnaire (POSQ)

The main aim of the study is a comprehensive assessment of psychometric properties of the Polish version of Perception of Success Questionnaire (POSQ) in sport. Apart from standard psychometric evaluation, the paper presents an analysis of item reliability through the use of Item Response Theory, as well as the analysis of relationships between sport type, level of participation, gender and goal orientation level. The study covered 412 people aged M = 23.46 (SD = 5.40). The Perception of Success Questionnaire (POSQ), the Task and Ego Orientation in Sport Questionnaire (TEOSQ) and the Sport Motivation Scale (SMS-28) were used. High reliability of POSQ ego subscale (α = 0.89, ω = 0.89) and POSQ task subscale (α = 0.90, ω = 0.91) were noted. The test-retest correlations at the two-week interval were ICC = 0.91 for ego subscale, and ICC = 0.71 for task subscale, respectively. Confirmatory factor analysis showed a relatively good fit of the two-factor model to the data (CFI = 0.94). Relationships between the goal orientation measured by the POSQ questionnaire and motivational traits measured by TEOSQ and SMS-28 were obtained. It was also shown that high-performance athletes had higher scores on the ego factor than recreational athletes. Moreover, men had higher scores on the ego factor than women. The Perception of Success Questionnaire (Polish version) is characterized by satisfactory psychometric properties and can be used for scientific research and diagnosis.

Burnout, Goal Orientation and Academic Performance in Adolescent Students.

During their school years, students can have different experiences and go through various emotional and motivational states that can affect their learning experience and play a key role in their personal and academic development. The goal of this paper is to analyse the relationship between goal orientation, burnout and academic performance. Material and methods: The study comprised a sample of 2652 students aged between 12 and 19 years (m = 14.55; DT = 1.70), both male (n = 1.368; 51.58%) and female (n = 1.284; 48.41%), from 14 secondary schools. The instruments used were the Perception of Success Questionnaire (POSQ), the Maslach Burnout Inventory—Student Survey (MBI-SS) and academic performance, which was measured using the students’ average school marks. Results: Results indicate a significant relationship between task orientation (and, to a lesser extent, ego orientation), efficacy and academic performance in line with adaptive behaviours. In addition, it was demonstrated that task orientation, efficacy and cynicism (burnout) can be used to predict academic performance in adolescents. Conclusion: It is argued that goal orientation plays a key role in promoting adaptive behaviours in an academic context and in the personal and academic development of adolescent students.

Burnout Syndrome, Engagement and Goal Orientation in Teachers from Different Educational Stages

Teaching is a demanding occupation, physically, mentally, and emotionally, that, depending on personal characteristics, can have a negative impact on health and personal wellbeing, which can affect the way professors work and teach in schools. The aim of this study is to analyze the relationship between burnout, engagement, and goal orientation in a sample of teachers from different educational stages. The sample comprised 576 teachers from different schools, both male (N = 244; 42.36%) and female (N = 332; 57.63%) aged between 21 and 65 years (M = 38.55; DT = 12.15). The instruments used were the Maslach Burnout Inventory–General Survey (MBI-GS), the Work Engagement Scale (UWES) and the Perception of Success Questionnaire (POSQ). The results revealed that task orientation presents a significant correlation with engagement and self-efficacy, and negative correlation with burnout, in line with adaptive behaviors, and that ego orientation is correlated with engagement and commitment. It is concluded that both forms of goal orientation have a positive effect on teacher commitment and that they help to prevent burnout syndrome and also that self-efficacy plays a role in determining goal orientation in teachers in their work assignments.

School motivation, goal orientation and academic performance in secondary education students.

BackgroundIn the students' school stage can appear many psychological variables that can positively or negatively affect the academic life of the students as well as their learning process. Therefore, the present study aims to explore the relation between school motivation, goal orientation and academic performance in adolescent students.MethodsThis cross-sectional study was performed on adolescent students (N=3512) from 18 public Secondary Education (ESO) centers. The Scale of School Motivation (EME-S), the Perception of Success Questionnaire (POSQ) and academic performance, quantified by each student’s mean mark, were instruments used.ResultsThe results revealed significant relations among, on the one hand, intrinsic school motivations, task-oriented goal orientations and academic performance in a more adaptive pattern behavior and, on the other hand, relations between extrinsic motivations and ego-oriented goal orientations. The influence of intrinsic motivations, task-oriented goal orientations and low amotivation indices on predicting academic performance was deduced.ConclusionThe importance of promoting adaptive behaviors that improve adolescent students’ academic lives focus on adequate levels of school motivation and task-oriented goal orientations at their education centers was revealed.

Goal Orientation in Lifesaving Athletes

Background:The aims of this papers are two: 1) To study goal orientation in Lifesaving practitioners and 2) to analyze the differences in goal orientation depending of variables? such as sex, age and sport specialty.Method:Participants were 136 specialists swimmers in Rescue and Lifesaving, from youth (from 15 to 16 years) to junior (from 17 to 18 years) category. The Perception of Success Questionnaire (POSQ) was used to ask the objective of this research; also an internal consistency analysis of the instrument and a descriptive analysis of all variables were performed. A t-test for independent samples was used to confirm differences between groups.Result:The significance level was set at p ≤ .05. In general, the results showed dispositional at task-orientation. Gender differences were found in pool and beach specialists but none between the age categories. The results show strong sport motivation that favours sport for pleasure minimizing demotivation and dropout.

COMMITMENT, FEAR TO BE EVALUATED AND DROP OUT IN YOUNG FOOTBALLERS ACCORDING TO THE SPORT CATEGORY

The sport can enhance psychological variables in young people, such as commitment or fun, and maybe differently in each sport category. The purpose of this study was to determine whether there are significant differences between competitiveness, social anxiety, engagement, fun and motivational orientation (to the ego and to the task) to the sports category U11(under-11 years old), U14(under-14 years old) and U16(under-16 years old). Total sample of this study, with a quantitative methodology, and a design descriptive and correlational, was N = 205 subjects (90 U11, 34 U14 and 81 U16). Instruments about Competitiveness Scale-10 (C-10), Social Anxiety Scale for Adolescents (SASC-R), Perception of Success Questionnaire (POSQ), SCQ-e (The Sport Commitment Model Questionnaire) and Fun Questionnaire Subjects Sports Practice (CDPD) were applicated. The main results highlight that fear of negative evaluation scale is higher in U11, U14 and U16 in first year compared in later years; and opportunities for involvement and enjoyment increase from the first year to the subsequent years in each category, reflecting the importance of learning about experience and continuity in sport practice. Article visualizations:

Perception of Success among People Practising Martial Arts and Combat Sports

A scientific framework for this study is the Humanistic Theory of Martial Arts, and the psychology of sport using the concepts of goal, task and success. The problem and aim of this study was an explanation of “perception of success” in groups of adults practising martial arts. Is perception of success influenced by the respondents' social background or the type of martial art practised? Would there be any differences in results depending on their country of origin and residence, and if so, what results? The research was done within the framework of the IMACSSS.1A/2011: “Social determinants of participation in martial arts schools and clubs”. The tool was Perception of Success Questionnaire, which was used to survey a number of respondents from the United States, the Czech Republic and Poland, who were selected randomly and participated voluntarily. The statements and calculations have been ranked by more- or - less contact forms of martial arts. The results obtained in this study indicate a poor relationship between perception of success and the type of fighting style practised and a measurable relationship between the perception of success and social origin. There is a weak relationship in perception of success by respondents from American or European cultures.

Motivation Measures in Sport: A Critical Review and Bibliometric Analysis.

Motivation is widely-researched, in both sport psychology and other fields. As rigorous measurement is essential to understanding this latent construct, a critical appraisal of measurement instruments is needed. Thus, the purpose of this review was to evaluate the six most highly cited motivation measures in sport. Peer-reviewed articles published prior to August 2016 were searched to identify the six most highly cited motivation questionnaires in sport: Sport Motivation Scale (SMS), Intrinsic Motivation Inventory (IMI), Situational Motivational Scale (SIMS), Perceptions of Success Questionnaire (POSQ), Behavioural Regulation in Sport Questionnaire (BRSQ), and Task and Ego Orientation in Sport Questionnaire (TEOSQ). The questionnaires were then evaluated and discussed in four sections: Development, Reliability, Correlates, and Summary. Bibliometric data were also calculated (average weighted impact factor) and assessed (e.g., citations per year) to evaluate the impact of the use of each questionnaire. Despite some variance in their psychometric properties, conceptualization, structure, and utility, the six questionnaires are psychometrically strong instruments for quantifying motivation that are widely supported in the literature. Bibliometric analyses suggested that the IMI ranks first and the SMS ranks sixth according to the average weighted impact factors of their original publications. Consideration of each questionnaire's psychometric strengths/limitations, and conceptualization of motivation in the context of specific research questions should guide researchers in selecting the most appropriate instrument to measure motivation in sport. The average weighted impact factor of each questionnaire is a useful value to consider as well. With these points in mind, recommendations are provided.

A meta-analytic review of achievement goal orientation correlates in competitive sport

Recent quantitative research in competitive sport with the Task and Ego Orientations in Sport Questionnaire (TEOSQ) and Perceptions of Success Questionnaire (POSQ) pointed to a potential critical issue that the two questionnaires did not agree across a number tested hypotheses (Lochbaum, Kazak Çetinkalp, Graham, Wright, & Zazo, 2016). Thus, the present quantitative review examined whether correlates of the two achievement goal orientations were moderated by the two measures. To achieve this purpose, 772 unique correlates (489 TEOSQ, 283 POSQ; 402 task orientation, 370 ego orientation) from 93 studies spanning 1989-2016 from 32 countries with 26,387 participants were placed into 15 different categories and meta-analyzed. The task goal orientation was significantly and small to moderate in meaningfulness related to adaptive success factors (rw=.29), maladaptive success factors (rw=-.12), desirable behaviors (rw=.28), positive emotions (rw=.35), amotivation (rw=-.13), extrinsic motivation (rw=.20), external regulations (rw=.12), internal regulations (rw=.34), intrinsic motivation (rw=.47), the mastery/task climate (rw=.38), perceived competence (rw=.26), and trait selfesteem (rw=.35). The ego goal orientation was significantly and small in meaningfulness related to adaptive success factors (rw=.10), maladaptive success factors (rw=.12), negative emotions (rw=.11), undesirable behaviors (rw=.23), amotivation (rw=.16), extrinsic motivation (rw=.28), external regulation (rw=.21), intrinsic motivation (rw=.14), performance/ego climate (rw=.28), and perceived competence (rw=.17). The questionnaire measure was a significant moderator for the task goal orientation relationship with desirable behaviors (POSQ rw=.24; TEOSQ rw=.37), internal regulations (POSQ rw=.26; TEOSQ rw=.39), and trait self-esteem (POSQ rw=.45; TEOSQ rw=.32) and for the ego goal orientation relationship with performance/ego climate (POSQ rw=.34; TEOSQ rw=.24). Overall, the extent of the questionnaire type being a concern when examining correlates was fortunately minimal. Yet, differences in the two dominant measures exit. Recommendations for future research examining both the TEOSQ and POSQ were proposed.

Predictive power of task orientation, general self-efficacy and self-determined motivation on fun and boredom

Abstract The aim of this study was to test the predictive power of dispositional orientations, general self-efficacy and self-determined motivation on fun and boredom in physical education classes, with a sample of 459 adolescents between 13 and 18 with a mean age of 15 years (SD = 0.88). The adolescents responded to four Likert scales: Perceptions of Success Questionnaire, General Self-Efficacy Scale, Sport Motivation Scale and Intrinsic Satisfaction Questionnaire in Sport. The results showed the structural regression model showed that task orientation and general self-efficacy positively predicted self-determined motivation and this in turn positively predicted more fun and less boredom in physical education classes. Consequently, the promotion of an educational task-oriented environment where learners perceive their progress and make them feel more competent, will allow them to overcome the intrinsically motivated tasks, and therefore they will have more fun. Pedagogical implications for less boredom and more fun in physical education classes are discussed.