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dc.creatorZourbanos, N.en
dc.creatorPapaioannou, A.en
dc.creatorArgyropoulou, E.en
dc.creatorHatzigeorgiadis, A.en
dc.date.accessioned2015-11-23T10:55:28Z
dc.date.available2015-11-23T10:55:28Z
dc.date.issued2014
dc.identifier10.1007/s11031-013-9378-x
dc.identifier.issn0146-7239
dc.identifier.urihttp://hdl.handle.net/11615/35035
dc.description.abstractSelf-talk plays a key role in performance and self-regulation. One of the antecedents that may influence individual's self-talk are achievement goal orientations. Three studies of 628, 313 and 1,169 participants were conducted to examine the relationships between positive and negative self-talk, perceived competence and achievement goals using two theoretical models of achievement goals. The participants completed the Automatic Self-Talk Questionnaire for Sports, the Task and Ego Orientation in Physical Education, the physical self-perception profile, and the Achievement Goal Questionnaire-Revised. The results revealed additive and interactive effects of achievement goals and perceived competence on students' positive and negative self-talk. Overall, the results stressed the potential role of achievement goals and perceived competence as personal factors that influence students' self-talk.en
dc.source.uri<Go to ISI>://WOS:000334193400006
dc.subjectCOGNITIVE INTERFERENCEen
dc.subjectPRELIMINARY VALIDATIONen
dc.subjectINTRINSIC MOTIVATIONen
dc.subjectSPORTen
dc.subjectMODELen
dc.subjectORIENTATIONen
dc.subjectPERFORMANCEen
dc.subjectBELIEFSen
dc.subjectANXIETYen
dc.subjectQUESTIONNAIREen
dc.subjectPsychology, Experimentalen
dc.subjectPsychology, Socialen
dc.titleAchievement goals and self-talk in physical education: The moderating role of perceived competenceen
dc.typejournalArticleen


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