Self-reflection as an intervention to influence achievement goal orientations and intrinsic motivation
Hanrahan, Stephanie J., Mathews, Rachel, & Cerin , Ester (2007) Self-reflection as an intervention to influence achievement goal orientations and intrinsic motivation. In Soloman, Ruth & Soloman, John (Eds.) Proceedings of The 17th Annual Meeting of the International Association for Dance Medicine & Science, International Association for Dance Medicine & Science, Canberra, ACT, pp. 145-150.
In the context of physical activity, intrinsic motivation refers to the inherent satisfaction associated with participation in the activity. Interest-enjoyment, perceived competence, and effort have been identified as three underlying components of intrinsic motivation.
Achievement goal theory stipulates that achievement goals guide our beliefs and behavior. The two main achievement goal orientations identified in the sport and physical activity literature are task and ego orientations. A person with a strong task orientation defines success in self-referenced terms, as improving one’s own performance or mastering new skills. Someone with a strong ego orientation defines success normatively, as being better than others. The majority of research suggests that having a strong task orientation is a good thing, whether with regard to motivationally adaptive responses, sources of sport confidence, students’ satisfaction with learning, or the use of cognitive and self-regulatory strategies.
Although the literature supporting the potential benefits of having a strong task orientation is vast, considerably less research has tested interventions designed to strengthen task orientations and intrinsic motivation. A climate that emphasises individual mastery has resulted in increased interest-enjoyment and perceived competence, whereas an emphasis on competition and comparison with others has resulted in a decrease in interest-enjoyment and an increase in tension-pressure.
One possible intervention is the use of structured self-reflection. Using self-reflection sheets that cause respondents to focus on specific elements of technique or skills, and rate one’s own performance, should theoretically promote a task focus. Hanrahan suggested that engaging in self-reflection may enhance intrinsic motivation. Perceived competence could be positively affected, as self-analysis and self-monitoring have been found to positively influence the acquisition of physical skills. The purpose of this study was to determine if the use of structured self-reflection in community dance classes would influence achievement goal orientations or levels of intrinsic motivation.
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|Item Type:||Conference Paper|
|Keywords:||dance, self-reflection, intrinsic motivation, motivation, goal orientation|
|Subjects:||Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100) > Sport and Exercise Psychology (170114)|
|Divisions:||Past > Schools > Dance
Current > QUT Faculties and Divisions > Creative Industries Faculty
|Copyright Owner:||Copyright 2007 [please consult the author]|
|Deposited On:||26 Nov 2014 22:20|
|Last Modified:||01 Dec 2014 05:31|
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