Individual-level change in achievement goals in physical education

V.E Warburton, C. M. Spray

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We examined different methods of assessing individual-level stability and change in goal adoption within the context of school physical education (PE) over the transition from primary to secondary school and between school years in Key Stage 3. We assessed whether implicit theories of ability and gender were associated with individual-level change and ipsative continuity. Data from two longitudinal samples in which pupils completed self-reports of achievement goal adoption and implicit theories of ability are presented. Across both samples there was evidence of both goal stability and change across the key transition periods and some evidence for the role of implicit theories of ability in goal stability and change at the individual-level. Pupil gender was not associated with stability and change in goals in a consistent manner. Implications for future research are discussed.
Original languageEnglish
Pages (from-to)75-90
Number of pages16
JournalInternational Journal of Research Studies in Education
Issue number1
Early online date26 Mar 2016
Publication statusPublished - Jan 2017


  • individual change
  • physical education
  • achievement goals
  • transitions

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