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Achievement goals and self-talk in physical education: The moderating role of perceived competence

Abstract

Self-talk plays a key role in performance and self-regulation. One of the antecedents that may influence individual’s self-talk are achievement goal orientations. Three studies of 628, 313 and 1,169 participants were conducted to examine the relationships between positive and negative self-talk, perceived competence and achievement goals using two theoretical models of achievement goals. The participants completed the Automatic Self-Talk Questionnaire for Sports, the Task and Ego Orientation in Physical Education, the physical self-perception profile, and the Achievement Goal Questionnaire-Revised. The results revealed additive and interactive effects of achievement goals and perceived competence on students’ positive and negative self-talk. Overall, the results stressed the potential role of achievement goals and perceived competence as personal factors that influence students’ self-talk.

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Notes

  1. The results from the CFAs are available upon request from the first author.

  2. The results from the CFAs are available upon request from the first author.

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Correspondence to Nikos Zourbanos.

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Zourbanos, N., Papaioannou, A., Argyropoulou, E. et al. Achievement goals and self-talk in physical education: The moderating role of perceived competence. Motiv Emot 38, 235–251 (2014). https://doi.org/10.1007/s11031-013-9378-x

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Keywords

  • Motivation
  • Thoughts
  • Students