The 3 × 2 Achievement Goals in the Education, Sport, and Occupation Literatures: A Systematic Review with Meta-Analysis
Achievement goal theory has been a dominant motivation framework since the 1980s. The 3 × 2 achievement goal framework emerged in the literature in 2011. We aimed to conduct a systematic review with meta-analysis following the PRISMA guidelines of the 3 × 2 achievement goal research in education, sp...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-06-01
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| Series: | European Journal of Investigation in Health, Psychology and Education |
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| Online Access: | https://www.mdpi.com/2254-9625/13/7/85 |
| _version_ | 1797589513922412544 |
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| author | Marc Lochbaum Cassandra Sisneros Zişan Kazak |
| author_facet | Marc Lochbaum Cassandra Sisneros Zişan Kazak |
| author_sort | Marc Lochbaum |
| collection | DOAJ |
| description | Achievement goal theory has been a dominant motivation framework since the 1980s. The 3 × 2 achievement goal framework emerged in the literature in 2011. We aimed to conduct a systematic review with meta-analysis following the PRISMA guidelines of the 3 × 2 achievement goal research in education, sport, and occupation settings. We retrieved articles from searching EBSCOhost and Google Scholar platforms. Eligible articles contained the 3 × 2 achievement goal in education, sport, or occupation, were published in a peer-reviewed journal, and provided mean data or correlate data. We tested hypotheses concerned with (1) the overall pattern of achievement goal endorsement, (2) achievement goal differences by domain (education, sport) and compulsory nature of the domains or sub-domains, and (3) achievement goal relationships with correlates (e.g., learning strategies, motivations, performance). After screening, 56 articles met all inclusion criteria, providing 58 samples across education (<i>n</i> = 44), sport (<i>n</i> = 10), and occupation (<i>n</i> = 4) settings with 35,031 unique participants from 15 countries. Participants endorsed the task- and self-approach goals more than the counterpart avoidance goals, other-avoidance goals more than other-approach goals, and the intercorrelations and reliability coefficients were acceptable. Minimal impact results from examining within and across study bias statistics. Of importance, the domain (i.e., education, sport) and the compulsory nature of the domain or sub-domains (i.e., primary-secondary education, sport) moderated goal endorsement (group mixed-effects <i>p</i> < 0.05, <i>g</i> values medium to very large). These groupings also moderated the other goal differences. Concerning our correlates analyses, most meta-analyzed correlations among the achievement goals and correlates were small in meaningfulness with the largest correlations (0.30–0.42) between the approach goals merged and the task- and self-approach goals and facilitative learning strategies and desired motivations. In conclusion, the 3 × 2 achievement goals literature is diverse. Furthering the study and application of this model requires overcoming inherent limitations (i.e., consistent response scale sets), teasing out differences between the task- and self-goals, measuring performance outcomes, and cross-cultural collaborations. |
| first_indexed | 2024-03-11T01:08:36Z |
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| issn | 2174-8144 2254-9625 |
| language | English |
| last_indexed | 2024-03-11T01:08:36Z |
| publishDate | 2023-06-01 |
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| series | European Journal of Investigation in Health, Psychology and Education |
| spelling | doaj.art-3fa5c9757962408ebdf68472bdd240812023-11-18T19:04:09ZengMDPI AGEuropean Journal of Investigation in Health, Psychology and Education2174-81442254-96252023-06-011371130115710.3390/ejihpe13070085The 3 × 2 Achievement Goals in the Education, Sport, and Occupation Literatures: A Systematic Review with Meta-AnalysisMarc Lochbaum0Cassandra Sisneros1Zişan Kazak2Department of Kinesiology and Sport Management, Texas Tech University, Lubbock, TX 79409, USADepartment of Kinesiology and Sport Management, Texas Tech University, Lubbock, TX 79409, USAFaculty of Sport Science, Ege University, Bornova, Izmir 35100, TurkeyAchievement goal theory has been a dominant motivation framework since the 1980s. The 3 × 2 achievement goal framework emerged in the literature in 2011. We aimed to conduct a systematic review with meta-analysis following the PRISMA guidelines of the 3 × 2 achievement goal research in education, sport, and occupation settings. We retrieved articles from searching EBSCOhost and Google Scholar platforms. Eligible articles contained the 3 × 2 achievement goal in education, sport, or occupation, were published in a peer-reviewed journal, and provided mean data or correlate data. We tested hypotheses concerned with (1) the overall pattern of achievement goal endorsement, (2) achievement goal differences by domain (education, sport) and compulsory nature of the domains or sub-domains, and (3) achievement goal relationships with correlates (e.g., learning strategies, motivations, performance). After screening, 56 articles met all inclusion criteria, providing 58 samples across education (<i>n</i> = 44), sport (<i>n</i> = 10), and occupation (<i>n</i> = 4) settings with 35,031 unique participants from 15 countries. Participants endorsed the task- and self-approach goals more than the counterpart avoidance goals, other-avoidance goals more than other-approach goals, and the intercorrelations and reliability coefficients were acceptable. Minimal impact results from examining within and across study bias statistics. Of importance, the domain (i.e., education, sport) and the compulsory nature of the domain or sub-domains (i.e., primary-secondary education, sport) moderated goal endorsement (group mixed-effects <i>p</i> < 0.05, <i>g</i> values medium to very large). These groupings also moderated the other goal differences. Concerning our correlates analyses, most meta-analyzed correlations among the achievement goals and correlates were small in meaningfulness with the largest correlations (0.30–0.42) between the approach goals merged and the task- and self-approach goals and facilitative learning strategies and desired motivations. In conclusion, the 3 × 2 achievement goals literature is diverse. Furthering the study and application of this model requires overcoming inherent limitations (i.e., consistent response scale sets), teasing out differences between the task- and self-goals, measuring performance outcomes, and cross-cultural collaborations.https://www.mdpi.com/2254-9625/13/7/85motivationapproach goalsavoidance goalstask goalsself-goalsother goals |
| spellingShingle | Marc Lochbaum Cassandra Sisneros Zişan Kazak The 3 × 2 Achievement Goals in the Education, Sport, and Occupation Literatures: A Systematic Review with Meta-Analysis European Journal of Investigation in Health, Psychology and Education motivation approach goals avoidance goals task goals self-goals other goals |
| title | The 3 × 2 Achievement Goals in the Education, Sport, and Occupation Literatures: A Systematic Review with Meta-Analysis |
| title_full | The 3 × 2 Achievement Goals in the Education, Sport, and Occupation Literatures: A Systematic Review with Meta-Analysis |
| title_fullStr | The 3 × 2 Achievement Goals in the Education, Sport, and Occupation Literatures: A Systematic Review with Meta-Analysis |
| title_full_unstemmed | The 3 × 2 Achievement Goals in the Education, Sport, and Occupation Literatures: A Systematic Review with Meta-Analysis |
| title_short | The 3 × 2 Achievement Goals in the Education, Sport, and Occupation Literatures: A Systematic Review with Meta-Analysis |
| title_sort | 3 2 achievement goals in the education sport and occupation literatures a systematic review with meta analysis |
| topic | motivation approach goals avoidance goals task goals self-goals other goals |
| url | https://www.mdpi.com/2254-9625/13/7/85 |
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