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. 1.

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

  2. 2.

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

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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