Self-transcendence achievement goals and well-being. Issue 2 (4th March 2021)

• Record Type: Journal Article
• Authors: Papaioannou, Athanasios G.; Krommidas, Charalampos
• Is Part Of: International journal of sport and exercise psychology. Volume 19:Issue 2(2021)
• Page Start: 215
• Page End: 245
• Publication Date: 2021-03-04
• Subjects: Empathy -- intrinsic motivation -- mastery goals -- physical education -- group learning -- selfless; Sports -- Aspect psychologique -- Périodiques; Exercise -- Psychological aspects -- Periodicals; Sports -- Psychological aspects -- Periodicals; 796.019
• DOI: 10.1080/1612197X.2020.1830826
• Languages: English
• ISSNs: 1612-197X

Abstract

ABSTRACT: Improve others' competence is a missing Self-Transcendence (ST)/selfless goal in achievement goals literature, which has focused on very self-centred/Self-Enhancement (SE) (performance or overcome others) and relatively self-centred (mastery or Self-Improvement; SI) goals. We conceptualised pure ST goal alongside two composite achievement goals: improve both myself and others (composite ST), and overcome both myself and others (composite SE). Results from three studies involving university students ( N 1 = 110, N 2 = 93, N 3 = 107) and a fourth study involving pupils in Physical Education (PE) classes ( N 4 = 936) yielded evidence of factorial validity for a new SESIST goals measure and generalizability of its factor structure across different groups. Findings implied that SE, SI and ST goal priorities varied in degree of self-centredness according to theorisation, supporting the internal discriminant validity of the SESIST goals measure. In Study 4 evidence of incremental validity for the ST scales was provided. In the consequences model, ST goals accounted for unique variance in autonomous motivation, well-being, preferences for group learning and positive feelings in PE. In the antecedents model empathy but not perceived competence accounted for unique variance in ST goals. Findings imply that non-measurement of ST goals hides their adaptive effects and overestimates the adaptive effects of mastery/SI goal. The results are discussed with regard to the importance of ST goals in research and practice aiming to promote cooperation and well-being in PE, sport and achievement settings.