Abstract：
OBJECTIVE: This study aimed to examine the developmental relationships between achievement goals and affect in school physical education.
METHODS: The study sample comprised 1063 (girls 546) Finnish Grade 6 students (M = 12.27 years ± 0.33 at the beginning of the study). The participants in the study were asked to provide annual assessments about their perceptions of achievement goals, enjoyment, and anxiety. The assessments were conducted four times over three consecutive years.
RESULTS: The results indicated that mastery-approach goals were positively associated with enjoyment (between-level), whereas both mastery-avoidance and performance-avoidance goals were positively associated with anxiety (between-level). Additionally, the associations between repeated measures (within-level) of mastery-approach goals and enjoyment were similar each year, whereas mastery- and performance-approach/avoidance goals were consistently associated with anxiety within the same year. Girls reported lower performance-approach goals and enjoyment but higher mastery-avoidance goals and anxiety than boys.
CONCLUSIONS: The findings suggest that mastery approach goals exhibit a positive correlation with favorable affective reactions, while performance-avoidance goals demonstrate a connection with maladaptive responses. Physical education teachers should endeavor to establish mastery-oriented goals for their students from the outset of the educational process.
METHODS: The study sample comprised 1063 (girls 546) Finnish Grade 6 students (M = 12.27 years ± 0.33 at the beginning of the study). The participants in the study were asked to provide annual assessments about their perceptions of achievement goals, enjoyment, and anxiety. The assessments were conducted four times over three consecutive years.
RESULTS: The results indicated that mastery-approach goals were positively associated with enjoyment (between-level), whereas both mastery-avoidance and performance-avoidance goals were positively associated with anxiety (between-level). Additionally, the associations between repeated measures (within-level) of mastery-approach goals and enjoyment were similar each year, whereas mastery- and performance-approach/avoidance goals were consistently associated with anxiety within the same year. Girls reported lower performance-approach goals and enjoyment but higher mastery-avoidance goals and anxiety than boys.
CONCLUSIONS: The findings suggest that mastery approach goals exhibit a positive correlation with favorable affective reactions, while performance-avoidance goals demonstrate a connection with maladaptive responses. Physical education teachers should endeavor to establish mastery-oriented goals for their students from the outset of the educational process.
摘要：
目的：本研究旨在探讨学校体育教学中成就目标与情感之间的发展关系。
方法：研究样本包括1063名（女孩546）芬兰6年级学生（研究开始时M=12.27岁±0.33）。研究中的参与者被要求提供年度评估，以了解他们对成就目标的看法，享受,和焦虑。评估连续三年进行了四次。
结果：结果表明，掌握方法目标与享受（水平之间）呈正相关，而掌握-回避和表现-回避目标均与焦虑(级别间)呈正相关.此外,掌握方法和享受的重复措施(级别内)之间的关联每年都是相似的，而掌握和表现方法/回避在同一年内始终与焦虑相关。与男孩相比，女孩报告的表现方法和乐趣较低，但避免掌握和焦虑较高。
结论：研究结果表明，掌握方法目标与有利的情感反应呈正相关，而性能回避目标表明与适应不良反应有关。体育教师应该从教育过程开始就努力为学生建立以掌握为导向的目标。
方法：研究样本包括1063名（女孩546）芬兰6年级学生（研究开始时M=12.27岁±0.33）。研究中的参与者被要求提供年度评估，以了解他们对成就目标的看法，享受,和焦虑。评估连续三年进行了四次。
结果：结果表明，掌握方法目标与享受（水平之间）呈正相关，而掌握-回避和表现-回避目标均与焦虑(级别间)呈正相关.此外,掌握方法和享受的重复措施(级别内)之间的关联每年都是相似的，而掌握和表现方法/回避在同一年内始终与焦虑相关。与男孩相比，女孩报告的表现方法和乐趣较低，但避免掌握和焦虑较高。
结论：研究结果表明，掌握方法目标与有利的情感反应呈正相关，而性能回避目标表明与适应不良反应有关。体育教师应该从教育过程开始就努力为学生建立以掌握为导向的目标。
