In the part of the chapter, you will first learn more about the essentials of pupils' achievement goals and their development. Second, the chapter will explore the contextual dimension dealing with pupils' perception of the motivational climate. Third, the chapter will deal with the motivational and affective outcomes of P.E. A selection of the empirical research investigating motivational and affective outcome's in P.E, the role of dispositional goals, and the perceived motivational climate upon these outcomes will be reviewed.
Psychological outcomes pertaining to self-esteem and social-moral reasoning and behavior will be presented separately from the achievement goal approach. This seems reasonable given that other theoretical models have been considered as the main theoretical underpinnings of these particular outcomes so far. However, when dealing with self-esteem and social-moral aspects, connections to the achievement goal perspective will be made in cases of relevance.
Psychological outcomes pertaining to self-esteem and social-moral reasoning and behavior will be presented separately from the achievement goal approach. This seems reasonable given that other theoretical models have been considered as the main theoretical underpinnings of these particular outcomes so far. However, when dealing with self-esteem and social-moral aspects, connections to the achievement goal perspective will be made in cases of relevance.
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