对运动成就目标三维模型的检验 ──一项对高水平乒乓球运动员的实证研究

Harwood等人（2000）对已应用于体育运动领域的任务-自我目标定向理论及其相关的测量工具提出了批判与质疑，并在此基础之上提出了运动成就目标三维模型，该模型将体育运动领域的成就目标分为三种，分别是纯任务目标；自我关联的自我目标；以及他人关联的自我目标。本研究的目的是对Harwood等人提出的运动成就目标三维模型进行检验。全文由两个子研究组成。研究一是成就目标问卷的发展与检验，对问卷的发展与信度、效度的检验进行了详细的介绍。研究二中，研究者采用所发展的成就目标问卷与录像访谈相结合的方法对4位（2男，2女）高水平乒乓球运动员的特质性目标以及赛前，赛中，赛后的状态性目标进行测评与检验。验证性因素分析的结果表明该运动成就目标问卷的三维模型拟合较好，三因素结构较为清晰。重测信度检验结果表明该问卷的三个维度均具有较高的重测信度。教练员对4名运动员成就目标的评估结果与运动员的问卷所得结果的一致性进一步支持了运动成就目标问卷的内部效度。对4名运动员的研究结果表明：（1）特质性目标对赛前状态性目标的预测主要与个人特点有关；（2）运动员在赛前与赛中状态性目标呈多元化趋势，既有只突出某一目标的单维现象，又有两种或三种目标同时占主导的多维现象；（3）运动员赛后状态性目标的变化倾向于受到比赛过程与结果的影响；（4）当运动员在比赛中经历重大挫折的时候，会有“亚目标”状态出现。本研究结果对Harwood等人的运动成就目标三维模型提供了支持。通过本研究，人们对高水平运动员的特质性目标及赛前、赛中、赛后状态性目标的性质及其变化有了更加深入的了解

A Test on the 3-Dimensional Model of Achievement Goals in Sports:An Empirical Study on Elite Table Tennis Players

Introduction The present study aimed at testing Harwood, Hardy and Swain's (2000) 3-dimensional model of achievement goals in sports. The three dimensions are pure task, self-referenced ego involvement and norm-referenced ego involvement. Their proposal came out from the criticisms of Nicholl's (1984, 1987) popular 2-dimensional task-ego goal orientation theory in sports and its related instruments, namely the Task and Ego Orientation Sport Questionnaire,and the Perception of Success Questionnaire. Harwood, Hardy and Swain questioned (a) the rationale for differentiating effort from ability in competition, and(b) the appropriateness of using the two questionnaires as the items have failed to effectively discriminate among individuals who are truly high, low or moderate in task or ego involvement. Method Two studies were conducted. Study 1 reports the development of a 9-item Achievement Goal Questionnaire (AGQ). Reliability and validity of the questionnaire were assessed. The objective of Study 2 was to assess the nature of achievement goal orientation and involvement state of four elite table tennis players (M=2, F=2) before, during and after competition. Four important matches were selected and videotaped, and interviews were conducted within three days of each important match. Any changes in achievement goal orientation and involvement state were noted when the players recalled experiencing an adverse or good situation during the match in question. Qualitative method was used to analyze the content of the interviews. Results Confirmatory factor analysis resulted in a clear 3-factor solution. Test-retest (2 weeks apart) statistics showed good reliability of each of the three factors. Consistent results obtained from the coaches' evaluation of the four players and the players' responses to the AGQ lent further support to the convergent validity of the questionnaire. The findings in Study 2 showed that: (1) there was inconsistency between the four players' achievement goal orientation and involvement state before an important match, reflecting the influence of both individual characteristics and qualities of particular opponents; (2) before and during competition the players' involvement state showed a multiple-goal tendency; the players could focus on a single goal as well as two or three goals at the same time; (3) after competition their goal involvement state tended to be affected by the process and result of the competition; and (4) sub-goal involvement state (characterized by a lack of strong achievement goal motivation) was also observed when players experienced major setbacks in the competition. Conclusion The results of this study support Harwood, Hardy and Swain's 3-dimensional model of achievement goals. A reliable and valid questionnaire was developed to test the model. The questionnaire should, however, be further refined by extending to other sports and a wider variety of athletes. In addition, the study has indicated the nature of the goal orientations and goal involvement state of the players before, during and after competition. Qualitative and quantitative methods were both used for data analysis. The findings suggest that an understanding of the nature of achievement goals of the athletes may help them to cope with stress caused by competition. For example, it is hypothesized that an athlete with self-referenced ego involvement (rather than norm-referenced) might be more likely to interpret a stressful event (e.g., competition) as a challenge than a threat or harm and therefore might be able to cope with the stress more effectively. Perhaps, athletes can be trained to appraise their achievement goals differently when under stress caused by competitions.