The relationships between the 3 × 2 achievement goal model and test anxiety in Physical Education

  • Danthony Sarah
  • Mascret Nicolas
  • Cury François

  • Evaluation
  • Perceived control
  • Test anxiety
  • Achievement goals
  • 3 x 2 model


The aim of the present study was to investigate the predictive role of the 3 x 2 achievement goal model on test anxiety in the specific context of PE. Four hundred and eightysix French students (Mage = 15.83, SD = 1.20) voluntarily and anonymously filled out the Revised Test Anxiety and Regulatory Dimension of Anxiety in Physical Education scale (RTAR-PE) assessing test anxiety in PE and the Achievement Goal Questionnaire for Sport (AGQ-S) assessing the six achievement goals. The results showed that task-avoidance and selfavoidance goals positively predicted the four negative factors of test anxiety (worry, self-focus, bodily symptoms, somatic tension), while task-approach and self-approach goals negatively predicted them. It was the opposite for perceived control, which is the positive factor of test anxiety. Contrarily to academic general test anxiety, other-avoidance goals did not positively predict the negative factors of test anxiety in the PE context, but they negatively predicted perceived control. The previous pattern of results was reversed for task-approach, selfapproach, and other-approach goals. Finally, a significant interaction was found between otheravoidance goals and gender in predicting bodily symptoms, but simple slope analysis did not reveal significant findings. Taking students' psychological characteristics into account, such as achievement goals, may contribute to a better understanding of test anxiety in PE.