| As the frontiers of performance motive research and the extension of goal setting, the theory of performance goal is to figure out the purposes and reasons with which an individual participate a certain task and to evaluate the degree of his fulfillment. Performance goal, which is the embodiment of social cognition in performance motive research, has currently become a hot topic in applied psychology. So far, great achievements have been made by some domestic scholars, who utilized the theory of goal setting as direction in competition, training and teaching practice both before and after the competition.The application of performance goal theory in P.E. is mainly to: set the goals suitable for various students; arrange the motive process related to the settings; find out the conditions in which the motive is formed, etc. Until now, the sport psychological researches in China are only confided in the relationship among performance goal, sport entertainment, training strategies and sport situation. The researches on the relationship among performance goal, cognition, emotion and behaviors focus usually on the value of mastery goal and achievement goal. The interactive effects of mastery goal and achievement goal, as well as the relationship between the achievement goal and psychological health have seldom been mentioned. This thesis is going to explore the development of achievement goal and psychological health, and the relationship between achievement goal, psychological health and sport output, with the help of questionnaires, documents, statistics and interview, which are based on the Questionnaire about Task Setting and Self-goal Setting and the Index of SCL-90 Syndrome, and with the 344 athletes as research subjects, who participated 2002 Guangxi Teenagers' Track and Field Championship. While exploring the relationship among achievement goal, psychological health and sport output, this thesis puts emphasis on the interactive effects, which is the creative point of it, co-operated by mastery goal and achievement goal. The thesis gets to the following conclusion:I. The difference of achievement goals is conspicuous between among genders; the mastery goals in girls are higher than that in boys while the achievement goals in boys are higher than that in girls; the length of training has great effect on the goals, for, as the training lengthened the mastery decrease and the achievement goalsincrease; the variation of achievement goals in different ranks of athletes is obvious, illustrated by the fact that the achievement goals of rank 3 athletes are higher than those of rank 2 athletes; the leading goals of young athletes are mastery goals. II. In respect to the oppressed syndrome, the stubbornness, gaps exist between athletes and middle school students. The results of athletes are better than those of middle school students. As to the extent of anxiety, the results are opposite. The psychological health varies among different ranks of athletes. Those of ranks 2 have obvious advantages. III. Mastery achievements are out of proportion to psychological health and have close relation with physical conditions. Achievement goals are in direct proportion to psychological health and relate to the degree of the sentiment of interpersonal relationships, anxiety, and hostility. Obvious direct proportion exists between mastery goals and sport achievements, and slight direct proportion exists between achievement goals and sport achievement. Except that stubbornness has slight positive proportion to sport achievement, the output of psychological health has slight negative proportion to the other elements, so does with sport achievement.IV. No special differences exist between the groups of high achievement goals, high mastery goals and high marks. But the sport output varies between the high-achievement-goal group and high-mastery-goal group in comparison to the low-achievement-goal group, with the former group getting a higher sport output. As to the total mark of psychological health, high-mastery-goal gr...
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