The differential effects of entity and incremental motivation on physical performance: Implicit approaches to motivational theories

The differences in student conceptions of ability were investigated. Conceptions of ability were determined by levels of motivation as assessed by the degree of entity and incremental beliefs about the performance of a physical activity. The results indicated that entity and incremental belief theories are the underpinning factor in motivation to perform a specific task. Incremental ability beliefs which produce effort and competence generated increased motivational performance regardless of gender. The male as compared to the female students in the study did not produce a significant difference in competency perceptions as a result of ability beliefs in relation to the prescribed task. The results showed that perceived competence was the major psychological mediator.;Further research studies are warranted to examine the differential effects of entity and incremental motivation on physical performance in a physical education setting. Research studies that examine theories of ability conceptions, suggest that ability beliefs are inherently fixed or malleable. The relationships of these ability conceptions are associated by performance outcomes. However, there are few distinctions made between these two ability beliefs and their outcomes. Additional research should be conducted that will focus on predictors of performance outcomes based upon entity and incremental ability beliefs. This relationship can be enhanced in health education classes where entity and incremental ability conceptions can be further distinguished.