Perfectionism, 2×2 achievement goals and motivational regulations in physical education contexts

Abstract

The aim of this paper is to examine the relationships between two subscales of perfectionism (self-imposed and external pressures), 2×2 achievement goals and motivational regulations (autonomous, controlled and amotivation) in physical education contexts. A sample of 428 students (249 male and 179 females) ages 12-16 completed a questionnaire including both subscales of perfectionism from the IPI (Inventario de Perfeccionismo Infantil), and the Spanish versions of the AGQ-PE (Achievement Goal Questionnaire-Physical Education) and PLOC (Perceived Locus of Causality). The hypothetical model was tested using a path analysis. Self-imposed positively predicted the four achievement goals, while external pressure negatively predicted mastery-approach goals, and directly and positively, controlled motivation and amotivation. This last one was also mediated by mastery-approach goals. Furthermore, approach goals positively predicted autonomous motivation, and performance goals, controlled motivation. Goal achievement patterns were confirmed and the implications in adolescent perfectionism are discussed. Teachers should promote the adoption of high personal standards and structures that promote mastery-approach goals among their students in order to increase their motivation.