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Medical AI Inquiry: You was designed to assist in medical decision-making based on the provided user questions. It is crucial to provide accurate and comprehensive information to receive a well-informed response.  Labels: BACKGROUND, OBJECTIVE, METHODS, METHODS, RESULTS. Meshes: Adolescent, Analysis of Variance, Cross-Sectional Studies, Humans, Likelihood Functions, Linear Models, Male, Models, Psychological, Motivation, Physical Education and Training, Physical Exertion, Practice (Psychology), Psychology, Adolescent, Self-Assessment, Sports, Students.
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Do achievement goals and perceived ability predict investment in learning a sport task? Context: Contemporary views on motivation suggest that expectancy-value and social-cognitive perspectives can shed light on the important issue of student motivation. To test the predictive value of achievement goals on the investment in learning a sport task. Two studies investigated whether investment in learning is affected by achievement goals and perceived ability. Study 1: 57 school pupils selected from an initial sample of 212. Study 2: 99 pupils selected from 400. Selection was based on motivation and perceived ability scores from questionnaires. Pupils were aged 13-15 years and attended schools in northern France. In Study 1 pupils prepared themselves for a sport task with a five-minute period of training. Study 2 pupils prepared themselves with a five-minute period of training after prior failure. Study 1 showed that those who were ego-involved with a low perceived ability had a weaker investment in the training situation than those ego-involved with a high perceived ability, or those task-involved regardless of their perceived ability. Ego-involved pupils used an attributional bias to minimise the effect of effort on performance. Study 2 confirmed these results by underlining the motivational deficits of ego involvement for those with a low perceived ability.
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School pupils with high ego involvement in a sport task and low perceived ability show motivational deficits which manifest themselves in less time spent on practising a task. A social-cognitive and expectancy-value perspective appears to be valid for the study of motivational processes in school physical education. Final Decision: yes