@article{ref1,
title="Student misbehavior in physical education: the role of 2 × 2 achievement goals and moral disengagement",
journal="Journal of sports science and medicine",
year="2017",
author="Hsu, Wei-Ting and Li, Hsiu-Hua and Pan, Yi-Hsiang",
volume="16",
number="3",
pages="302-310",
abstract="This study aimed to determine whether goal orientations were related to students' self-reported misbehaviors in physical education and to examine whether the effects were mediated by moral disengagement. A two-study project employing structural equation modeling was conducted with high school students (Study 1, n = 287; Study 2, n = 296). In Study 1, the results showed that mastery-avoidance goals were unable to predict five misbehaviors (i.e., aggressive behavior, low engagement, failure to follow directions, poor self-management, and distracting behavior). Mastery-approach goals negatively predicted low engagement, failure to follow directions, and poor self-management. Performance-approach goals positively predicted aggressive and distracting behaviors, while performance-avoidance goals positively predicted all five misbehaviors. In Study 2, the results indicated that the positive relationships between performance-approach goals and misbehaviors and between performance-avoidance goals and misbehaviors were mediated by moral disengagement. These results are discussed in terms of the model of achievement goals, and implications for physical education are also highlighted.<p /> <p>Language: en</p>",
language="en",
issn="1303-2968",
doi="",
url="http://dx.doi.org/"
}