Sports Emotion On Sports Engagement: The Mediating Role of Sports Achievement Goals

Sports Emotion on
Sports Engagement:
The Mediating Role of
Sports Achievement
Goals
Jarantilla, Roscel Joy M.
Plaza, Dyssa Joyce B.
● Sports Emotions - refers
to positive and negative
emotions that athletes
Introduction experience during
competitions (Inzlicht et
al., 2015)
● Sports Engagement - refers
to the degree of attention,
curiosity, interest, optimism,
and passion that student
athletes show when they are
playing or participating in
Introduction sports activities, which
extends to the level of
motivation they have to
learn and progress in their
chosen field of sports
(Fredricks et al., 2004).
● Sports Achievement Goals –
refers to the kinds of goals
that guide achievement
Introduction related behaviors (Roberts,
2012; Dweck & Legget,
1988)
● Performance goals – refers
to goals which focus on
normative comparison of
ability or the performance
relative to others (John et al.,
Introduction 2010)
● Performance Avoidance
Goals – refers to goals in
which the athlete tries to
avoid doing poorly compared
to others (Pintrich, 2000).
● Mastery Goals – refers to
goals that are associated to
selection of challenging
Introduction tasks, effective game
strategies and mastering
chosen sport. (Dweck &
Leggett 1988)
● Mastery Avoidance Goals –
refers to the goal in which
the athlete strives to avoid
Introduction mastering the skills or an
incomplete understanding of
how to improve skills
(Pintrich, 2000).
● Sports emotion and
sports engagement have
been linked in several
studies, however there is
Gap a dearth of evidence
investigating how
achievement goals
mediates them.
SPORTS ACHIEVEMENT GOAL
● Mastery-oriented Goals
● Performance- oriented Goals
● Mastery-avoidance Goals
● Performance- avoidance goals
SPORTS EMOTION
● Positive Emotions (Happiness and
Excitement) SPORTS
● Negative Emotions (Anxiety, Anger,
and Dejection) ENGAGEMENT
CONCEPTUAL FRAMEWORK
Theoretical Framework
Achievement goals theory is a framework with
competency-based objectives that one aims to attain in a
competitive situation (Nicholls 1984; Nicholls 1989). It started
with two achievement goals which was the task and ego goals
also known as mastery and performance goals (Dweck 1986;
Dweck & Leggett 1988). The achievement goal emerged as a
distinguished approach that enables people to understand how
humans approach, define, experience and respond to
achievement situations (Van Yperen, 2006).
According to the achievement goal theory mastery and
performance goals predict cognitive, affective and behavioral
responses in the achievement setting (Elliot & Church, 1997;
Maehr, 1989).Mastery goals focus on self-referenced mastery
or learning how to improve the task (Yeung et.al.,2014).
Performance goals focus on demonstrating competence and
abilities. (Cury et al., 2006) Both achievement goals have been
linked with spor tparticipation and dropout behavior (Gardner
et al., 2017). Mastery goals have been linked with enjoyment
and intention while performance goals have been associated
with lowered enjoyment (Gardner et al., 2016).
Emotion plays an important role in sport events and have the
power to engage and control cognitions and behaviours in
sport (Crocker, Kowalski, Hoar, & McDonough, 2004; Ekman,
& Cordaro, 2011; Izard, 2011; Levenson, 2011; Prinz 2004).
Fredrickson’s Broaden and Build theory stated that
experiencing positive emotions develops the way people think
and act, which in turn enables them to develop a coping
mechanism, where positive emotions broaden the breadth of
attention and thinking, which is important in achieving goals in
life (Cohn, Coffey, Pek, Finkel, & Fredrickson, 2001; 2008).
Thus, positive emotion such as happiness affects mastery
orientation and facilitate development of skills while promoting
health and contentment (Fredrickson 1998). Negative
emotions affect performance, performance-avoidance, and
mastery-avoidance due to the requirement of greater
information processing (Taylor 1991) since the individual is
more concerned with success rather than developing skill
(Pensgaard & Roberts, 2003). Negative emotions prompt
uncertainty which enables the athlete to compare performance
to others and thus attain for success (Seifert, 1995).
Furthermore, emotions affect how we evaluate information

(Forgas, 2000; Kuvaas, & Kaufmann, 2004). The affect-
priming, a mechanism in the Affect Infusion Model, states that
emotion may affect decisions during real-time processing of
thoughts in its particular impact on attention and collaborative
processes (Bower, 1981, 1991; Clark & Waddell, 1983; Forgas
& Bower, 1987, 1988; Isen et al, 1984, 1987; Singer &
Salovey, 1988).
METHODOLOGY
Research Respondents
The target samples of the study were student athletes from different
high schools and institutions in Iligan City. The sample consists of
1023 respondents with age ranging between 15 - 33 years old with
596 female and 427 male respondents with the mean age of 18 years
old (SD= 1.628). The respondents were determined through the aid of
the principal or the appointed person of the institutions. The sampling
method used is purposive sampling. Particularly, the snowball
sampling.
METHODOLOGY
Data Gathering Procedure
Before the conduct of the study, the researchers initially sent a letter
to the Department of Education in the Division of Iligan City. A letter
of request was also sent to the respective heads of the schools
together with the signed letter of the superintendent. During the
conduct of the study, the respondents were provided with consent
form. The respondents were informed about the purpose of the study,
expected duration and procedures, and their right to decline to
participation and to withdraw from the study once participation has
begun.
● Sports Emotions
Questionnaire
● School Engagement -
Research Sports Scale
Instruments ● Achievement Goal
Questionnaire- Revised
METHODOLOGY
Data Analysis
All statistical procedures for the data that were gathered were
performed using the Statistical Package for Social Sciences (SPSS)
Trial Version 2.0. Once the data were collected, estimation-
maximization technique of imputation was utilized to replace values
that were missing at random. Multiple mediation analyses were
conducted to test if sports emotion greatly affects sports engagement
through achievement goal. PROCESS Macro for SPSS created by
Hayes (2012) was used to perform the analyses.
RESULTS & DISCUSSION
The indirect, direct, and total effect of Sports Emotions namely
anxiety, dejection, excitement, and happiness towards Sports
Engagement, mediated by Achievement Goals. Although results
have found that sports emotion can directly influence sports
engagement, the mechanism between the two has yet to be
understood. However, with the mediation of sports
achievement goals (mastery-approach, mastery-avoidance,
performance approach, performance-avoidance) in the link
between sports emotion and sports engagement, a number of
interesting results showed.
The negative relationship between sports emotions and sports
engagement decreases when the mastery-approach and performance
-approach goal orientations which means negative sports emotions
lowers sports engagement more with the presence of mastery-
approach and performance-approach goal orientations. However,
with positive sports emotions, the higher they become, the higher the
sports engagement is due to the increase of performance-approach
and mastery-approach goal orientations which means that positive
sports emotions heightens sports engagement due to mastery-
approach and performance-approach goal orientations.
Anxiety in student athletes causes increase in attention to threat-
stimuli and to resolving how one should act in a distressing situation,
suggesting that it lowers engagement in sports (Eysenck, Derakshan,
Santos, & Calvo, 2007). According to the Attentional Control Theory,
student athletes who feel anxious are more sensitive and this emotion
is detrimental to goals, inevitably affecting one’s engagement
( Memmert & Furley, 2007; Nideffer & Sagal, 2006) The anxious
student athletes who worries makes one conscious of his/her action
and makes him//her actively control how one moves (Vast, Young, &
Thomas, 2010) ensuring decrease of performance level since one is
conscious and controlling of well-honed physical skills.
CONCLUSION
Student athletes who experiences positive emotions are likely to have

higher sports engagement because of their mastery and performance
goals while students who have negative emotions such as dejection
and anxiety have lower engagement because of their mastery goals
and performance goals while anger has lower engagement because of
mastery goals.
Recommendations
1. This study gave the student an idea of how powerful emotions can
be and how it can control our behaviour. However, even if our
emotions have an impact during real-time processing, it should
not be the only factor that decides if you are successful or a
failure. Think analytically and set aside these deleterious
emotions that can influence your goals which has an impact to
your sports engagement.
2. After playing, spend time in feeling your emotions whether it be
positive or negative. One should allow himself/herself recovery
time to reflect on mistakes and think of ways one can increase
engagement.
Recommendations
3. When one fails because of the deleterious emotions that one felt
during the game, one should stop dwelling or obsessing over failure.
The quicker one make steps towards positivity and charging to
experience the match one lose, the quicker one can overcome and
learn from mistakes.
4. Goals should lead us with one’s respective sports regardless of the
emotion that one feels during that time, when one is sad and happy,
this should not affect one’s performance and engagement.
References
● Ainley, M., Corrigan, M., & Richardson, N. (2005). Students, tasks and emotions: Identifying
the contribution of emotions to students' reading of popular culture and popular science
texts. Learning and Instruction, 15(5), 433-447.
● Ames, C. (1984). Achievement attributions and self-instructions under competitive and
individualistic goal structures. Journal of educational psychology, 76(3), 478.
● Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning
strategies and motivation processes. Journal of educational psychology, 80(3), 260.
● Ashby, F. G., & Isen, A. M. (1999). A neuropsychological theory of positive affect and its
influence on cognition. Psychological review, 106(3), 529.
● Aspinwall, L. G. (1998). Rethinking the role of positive affect in self-regulation. Motivation
and emotion, 22(1), 1-32.
● Astle, D. E., & Scerif, G. (2009). Using developmental cognitive neuroscience to study
behavioral and attentional control. Developmental Psychobiology, 51(2), 107-118

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Furthermore, emotions affect how we evaluate information

Student athletes who experiences positive emotions are likely to have

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