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The Pursuit of Achievement Goals: In...

Yau, Priscilla S.

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The Pursuit of Achievement Goals: Inter-Domain Transfer Between Sports, Music and Academics.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Pursuit of Achievement Goals: Inter-Domain Transfer Between Sports, Music and Academics./
Author:	Yau, Priscilla S.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	169 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30526453
ISBN:	9798380127332

The Pursuit of Achievement Goals: Inter-Domain Transfer Between Sports, Music and Academics.
Yau, Priscilla S.

The Pursuit of Achievement Goals: Inter-Domain Transfer Between Sports, Music and Academics. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 169 p.

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ph.D.)--University of California, Irvine, 2023.

Achievement-related goal pursuits are essential for developmental regulation across the lifespan, which often leads to growth in motivational beliefs and educational attainment. Individuals pursue different achievement-related goals simultaneously during childhood and adolescence through participation in extracurricular activities. During high school, the demand and competitiveness of extracurricular activities increase (e.g., Gustafsson et al., 2017). Among the most popular extracurriculars are sports and music, which will be the focus of this study. With more than 50% of high-school students participating in these activities (e.g., NCAA, 2018), it is worthwhile to explore how the pursuit of achievement-related goals in sports and music can facilitate rather than conflict with academic goal pursuit through the transfer phenomenon. This dissertation examines transfer of goal engagement strategies directly using cross-sectional studies, and indirectly by examining longitudinal associations between participation in extracurriculars and academic performance throughout later childhood and adolescence.Study 1 examined the association between motivational goal engagement skills used in sports and music and academics among high-school students (N = 197). Results from regression-based analyses showed that the use of selective primary control (SPC), selective secondary control (SSC), and compensatory primary control (CPC) strategies in extracurriculars and academics were positively associated. In addition, SPC, SSC, and CPC strategies used in sports and music were positively associated with perceived transfer. In study 2, college students (N = 440) were asked to recall their use of motivational goal engagement strategies in high-school sports and music. Regression-based analyses showed that the use of high-school SSC and CPC (for sports only) strategies in sports and music were associated with perceived transfer in college academics.Study 3 examined potential factors that could facilitate or hinder transfer using the same dataset as study 2. Using regression-based analyses (N = 281), results showed that encouragement of transfer from socialization agents and value in sports and music was positively associated with perceived transfer. As the first three studies were cross-sectional, study 4 utilized longitudinal data to examine transfer indirectly and determine whether participation in sports and music/performance arts positively predicted academic performance throughout later childhood and adolescence (N=1,132). Results from a cross-lagged model showed an association in the opposite direction which did not provide evidence of transfer, such that academic performance positively predicted sports participation for athletes. Findings also showed that parental education and home environment predicted academic performance throughout childhood and adolescence. Although findings from this study did not show evidence of transfer, overall findings of this dissertation provide direction for further examining transfer through a motivational lens. Specifically, examining the potential transfer of selective secondary control strategies under the guidance of socialization agents may be an effective way to promote academic achievement through youth's interests.

ISBN: 9798380127332Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

Lifespan

The Pursuit of Achievement Goals: Inter-Domain Transfer Between Sports, Music and Academics.
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500 $a Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
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520 $a Achievement-related goal pursuits are essential for developmental regulation across the lifespan, which often leads to growth in motivational beliefs and educational attainment. Individuals pursue different achievement-related goals simultaneously during childhood and adolescence through participation in extracurricular activities. During high school, the demand and competitiveness of extracurricular activities increase (e.g., Gustafsson et al., 2017). Among the most popular extracurriculars are sports and music, which will be the focus of this study. With more than 50% of high-school students participating in these activities (e.g., NCAA, 2018), it is worthwhile to explore how the pursuit of achievement-related goals in sports and music can facilitate rather than conflict with academic goal pursuit through the transfer phenomenon. This dissertation examines transfer of goal engagement strategies directly using cross-sectional studies, and indirectly by examining longitudinal associations between participation in extracurriculars and academic performance throughout later childhood and adolescence.Study 1 examined the association between motivational goal engagement skills used in sports and music and academics among high-school students (N = 197). Results from regression-based analyses showed that the use of selective primary control (SPC), selective secondary control (SSC), and compensatory primary control (CPC) strategies in extracurriculars and academics were positively associated. In addition, SPC, SSC, and CPC strategies used in sports and music were positively associated with perceived transfer. In study 2, college students (N = 440) were asked to recall their use of motivational goal engagement strategies in high-school sports and music. Regression-based analyses showed that the use of high-school SSC and CPC (for sports only) strategies in sports and music were associated with perceived transfer in college academics.Study 3 examined potential factors that could facilitate or hinder transfer using the same dataset as study 2. Using regression-based analyses (N = 281), results showed that encouragement of transfer from socialization agents and value in sports and music was positively associated with perceived transfer. As the first three studies were cross-sectional, study 4 utilized longitudinal data to examine transfer indirectly and determine whether participation in sports and music/performance arts positively predicted academic performance throughout later childhood and adolescence (N=1,132). Results from a cross-lagged model showed an association in the opposite direction which did not provide evidence of transfer, such that academic performance positively predicted sports participation for athletes. Findings also showed that parental education and home environment predicted academic performance throughout childhood and adolescence. Although findings from this study did not show evidence of transfer, overall findings of this dissertation provide direction for further examining transfer through a motivational lens. Specifically, examining the potential transfer of selective secondary control strategies under the guidance of socialization agents may be an effective way to promote academic achievement through youth's interests.
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