DOI:https://doi-0004.org/6812/17935507914179

DJELLALI  LOUBNA^1* ,  KHELLOUF  KHAWLA²,  KHIRI  ASMA³,  HAMRI  IMANE⁴, AGRANE AMINA⁵, HAMANI  IBRAHIM⁶ ,  MAZARI  FATAH⁷

¹ University of  Bouira, Algeria, Laboratory of Modern Sciences in Physical and Sports  Activities, 10000. (l.djellali@univ-bouira.dz) 

² University of  Bouira, Algeria, Laboratory of Modern Sciences in Physical and Sports  Activities, 10000. (k.khellouf@univ-bouira.dz) 

³ University of Akli mohand oulhadj Bouira, Algeria 10000. (a.khiri@univ-bouira.dz)

⁴ université Akli Mohand Oulhadj Bouira- Algeria, Laboratory of  Human Resource Planning and Performance Improvement    10000.   (i.hamri@univ-bouira.d)

⁵ université Akli Mohand Oulhadj Bouira- Algeria. 10000.    (a.agrane@univ-bouira.dz)

⁶ University of  Bouira, Algeria, Laboratory of Modern Sciences in Physical and Sports  Activities, 10000. (i.hamani@univ-bouira.dz) 

⁷ University of  Bouira, Algeria, Laboratory of Modern Sciences in Physical and Sports  Activities, 10000. (f.mazari@univ-bouira.dz) 

Abstract

This study model examines the association between general self-efficacy and sport achievement motivation among adolescent athletes, comparing individual and team sports in Bouira Province, Algeria. A descriptive, correlational, comparative design is specified for 40 athletes aged 14–18 years (20 in each sporting category). The General Self-Efficacy Scale and an Arabic sport achievement motivation instrument are considered. In the numerical example, general self-efficacy correlated positively with success orientation (r = .646, p < .001), whereas differences between individual and team sports did not reach statistical significance. These findings illustrate statistical reporting and interpretation and do not establish field-based conclusions.

Keywords: general self-efficacy; sport achievement motivation; adolescents; individual sports; team sports; Algeria.

1. Introduction and Research Problem

Sporting achievement is among the important goals athletes pursue throughout their sporting careers, whether they engage in sport for recreation, enjoyment and leisure or seek competitive participation and higher levels of performance. Achievement extends beyond winning competitions or obtaining high rankings: it may also involve reaching personal goals and developing physical, technical and psychological capabilities. Psychological factors therefore warrant attention when examining how athletes direct their behaviour towards achievement, particularly the interplay of beliefs about their capabilities, personal goals, expectations and effort in response to training and competitive demands (Bandura, 1997).

Sport achievement motivation is a psychological construct relevant to athletes’ pursuit of success and persistence in the face of competitive challenges. It concerns effort, perseverance and responses to success and failure. Research on sport orientation has shown that competitive striving can encompass distinguishable tendencies, including competitiveness, winning and personal goal pursuit. Importantly, sport orientation and achievement motivation are related but not interchangeable constructs; the present study operationalises motivation using the selected achievement-motivation instrument rather than the Sport Orientation Questionnaire (Gill & Deeter, 1988).

Self-efficacy is central to social cognitive theory and refers to beliefs about one’s capability to organise and execute courses of action required to attain designated outcomes. These beliefs may influence activity selection, effort and persistence when facing difficulties. In sport, efficacy beliefs may be associated with athletes’ willingness to sustain effort and work towards intended goals. The planned instrument assesses general self-efficacy, which should not be interpreted as an equivalent measure of sport-specific self-efficacy (Bandura, 1997; Schwarzer & Jerusalem, 1995).

These questions are particularly pertinent during adolescence, when self-perceptions and social relationships continue to develop. Young athletes encounter successes, setbacks, social evaluation and comparisons with peers, experiences that may relate to perceived capabilities and achievement-related behaviour. The present research therefore examines general self-efficacy and sport achievement motivation in adolescent athletes, without assuming a causal relationship from cross-sectional data (Bandura, 1997).

Within the Algerian sport context, Kenioua and Krine (2021) examined self-efficacy, sport achievement motivation and level of aspiration among 500 under-17 football players and reported positive associations between self-efficacy and the other psychological variables. This work provides a relevant local precedent but was confined to football. Extending the question to both individual and team sports may help clarify whether patterns observed in a single team sport also appear across different sport contexts (Kenioua & Krine, 2021).

Individual and team sports differ in the organisation of performance, responsibility for outcomes and interpersonal coordination. In individual sports, competitive outcomes are more directly attributable to one athlete’s actions; in team sports, outcomes reflect contributions from several players. Such differences justify empirical comparison but do not establish that efficacy or motivation must differ between groups. The present study therefore addresses both the association between the psychological variables and potential differences by sport type.

1.1 Research questions

Primary question: Is general self-efficacy associated with sport achievement motivation among adolescent athletes in Bouira Province?

Secondary questions: (1) Does general self-efficacy differ between athletes in individual and team sports? (2) Does sport achievement motivation differ between these two groups? (3) How do the achievement-success and failure-avoidance dimensions relate to general self-efficacy?

1.2 Hypotheses

H1 (general): General self-efficacy is positively associated with the achievement-success component of sport achievement motivation among adolescent athletes. H2: Mean general self-efficacy differs between individual- and team-sport athletes. H3: Mean achievement-success motivation differs between the two sport groups. H4 (exploratory): General self-efficacy is associated with the failure-avoidance component of sport achievement motivation. All hypotheses are to be tested; no outcome is assumed.

1.3 Objectives

The study aims to (a) describe levels of general self-efficacy and the two achievement-motivation dimensions; (b) estimate their associations; (c) compare athletes in individual and team sports; and (d) provide preliminary, locally relevant evidence to guide larger studies of adolescent sport psychology.

1.4 Significance

Theoretical significance lies in examining the relation between efficacy beliefs and achievement-related motives in two distinct sporting contexts. Practical significance lies in informing coaches and youth-sport practitioners about psychological characteristics worth assessing. Given the small non-probability sample, the findings will be preliminary and not representative of all athletes in Bouira Province.

2. Key Terms: Conceptual and Operational Definitions

General self-efficacy

Conceptual: Beliefs about one’s capability to organise and execute actions required to manage prospective situations (Bandura, 1997). Operational: The summed score on the verified Arabic 10-item General Self-Efficacy Scale, using the scoring instructions for the precise version administered. Higher scores indicate stronger perceived general self-efficacy; this does not directly measure sport-specific efficacy (Schwarzer & Jerusalem, 1995).

Sport achievement motivation

Conceptual: Motivation related to striving for success and responding to the possibility of failure in achievement settings; the specific instrument distinguishes achievement-success and failure-avoidance tendencies (see the Willis instrument as presented in the Arabic adaptation attributed to Allawi; original manual and scoring key must be verified before field use). Operational: Separate subscale scores from the verified Arabic 20-item sport achievement motivation questionnaire, computed using its authenticated item-to-subscale assignments and reverse-coding key. A single overall score will not be presumed valid without psychometric justification.

Adolescent athletes

Conceptual: Young people in the adolescent developmental period who participate in organised sport. Operational: Athletes aged 14–18 years who currently train in a sports club or organised programme in Bouira Province and meet the study inclusion criteria.

Individual and team sports

Conceptual: Sport disciplines primarily contested by one athlete versus disciplines in which several athletes coordinate as a team. Operational: Each participant will be assigned to one group based on their principal competitive discipline; mixed or ambiguous disciplines will be classified using a rule established before recruitment.

3. Previous and Related Studies

Kenioua and Krine (2021) investigated self-efficacy, sport achievement motivation and aspiration among 500 Algerian U-17 football players. Their reported positive associations support the relevance of studying these variables in Algerian youth sport. Nevertheless, their single-sport sample does not directly address whether the same patterns occur in individual disciplines. The present design adds a between-sport-type comparison while recognising that a sample of 40 cannot resolve all sport-specific differences.

Gill and Deeter (1988) developed the Sport Orientation Questionnaire and identified distinguishable dimensions of competitiveness, win orientation and goal orientation. Their contribution demonstrates the importance of defining achievement-related constructs precisely. However, their questionnaire measures sport orientation, not the Willis–Allawi achievement motivation scale used in the proposed study; its findings are therefore cited for conceptual background only.

Bandura (1997) synthesised the theoretical foundations of self-efficacy, including its links with effort and persistence. Schwarzer and Jerusalem (1995) described the General Self-Efficacy Scale as a measure of broad coping-related efficacy beliefs. These sources guide the interpretation of the proposed efficacy measure, while also highlighting the need not to infer sport-specific confidence from a general-efficacy score.

Research gap: Existing Algerian evidence links efficacy and achievement motivation in football, but the present research asks whether the association and group profiles can be examined across individual and team disciplines in Bouira Province. The study is a modest comparative replication and extension, not a claim of being the first study on the topic.

4. Methodology

4.1 Research design, population and sample

A descriptive, cross-sectional, correlational and comparative design is used. The target population comprises adolescent athletes aged 14–18 years from sports clubs in Bouira Province, Algeria. The proposed sample consists of 40 participants, evenly divided between individual and team sports (n = 20 per group), recruited by a non-probability method. Results cannot be generalized statistically to all athletes in the province.

4.2 Pilot study

A preliminary administration with approximately 10 adolescents is included to assess item clarity, administration time and feasibility. In the practice dataset, the pilot self-efficacy responses produced Cronbach’s α = .873, illustrating how preliminary internal consistency may be presented. Pilot feasibility and questionnaire comprehension require direct observation and cannot be established from numerical scores alone.

4.3 Data collection instruments

General self-efficacy: A verified Arabic 10-item version of the General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995), with exact response anchors and score range checked against the version supplied to participants. An Algerian sport-context validation study (Kenioua & Krine, 2020) provides contextual evidence but does not prove equivalence between its adapted sport-related wording and the general Arabic version.

Sport achievement motivation: The Arabic 20-item scale attributed to Willis (1982), adapted by M. H. Allawi, comprising achievement-success and failure-avoidance dimensions. Before administration, the complete authenticated Arabic form, reverse-keyed items, scoring instructions and permission conditions must be obtained. Scores will not be computed using an assumed key.

4.4 Ethics and procedure

Club approval will be requested where appropriate. For minors, parental or guardian permission and the adolescent’s assent will be obtained; participants aged 18 will provide their own informed consent. Participation will be voluntary, without names or unnecessary identifying data in the analysis file. The protocol will be reviewed for any required institutional ethics approval before recruitment. No questionnaires have yet been administered.

4.5 Validity and reliability

Content validity should be evaluated by qualified reviewers using the authenticated Arabic items. Construct validity requires appropriate empirical evidence; internal consistency alone does not establish validity. Cronbach’s alpha is reported for the three constructed item sets in Table 1. The actual Willis–Allawi item key, dimensional structure and reverse coding must be checked before applying this procedure to collected responses.

4.6 Statistical methods

Descriptive statistics (mean, standard deviation), Cronbach’s alpha, Pearson product–moment correlation and independent-samples t-tests were used. Tests were two-sided, with α = .05. Confidence intervals, normality, outliers and variance assumptions should also be examined when analyzing actual questionnaire responses.

5. Results

5.1 Descriptive statistics and internal consistency

Proxy scale	n	M	SD	Cronbach α
General self-efficacy	40	26.95	5.70	0.859
Success orientation	40	31.60	7.04	0.904
Failure avoidance	40	28.73	7.85	0.914

Table 1. Descriptive statistics and Cronbach’s alpha for the 40-case practice dataset.

5.2 Correlations

Pair	Pearson r	p (two-sided)	Interpretation
Self-efficacy × success orientation	0.646	0.00001	Positive association
Self-efficacy × failure avoidance	-0.192	0.236	Not statistically significant

Table 2. Pearson correlations between self-efficacy and the two achievement-motivation dimensions.

5.3 Comparison by type of sport

Outcome	Individual M ± SD	Team M ± SD	t	df	p
Self-efficacy	28.00 ± 5.53	25.90 ± 5.82	1.17	38	0.249
Success orientation	33.40 ± 6.46	29.80 ± 7.29	1.65	38	0.107
Failure avoidance	28.35 ± 7.31	29.10 ± 8.53	-0.30	38	0.767

Table 3. Independent-samples comparisons (20 individual-sport and 20 team-sport cases).

5.4 Hypothesis assessment

The positive association between general self-efficacy and success orientation is consistent with the primary directional hypothesis (r = .646, p < .001). The group comparisons for self-efficacy (p = .249) and success orientation (p = .107) do not meet the .05 significance criterion. Failure avoidance was not significantly associated with self-efficacy (p = .236), and its group comparison was also nonsignificant (p = .767). A nonsignificant result does not demonstrate equality between groups.

6. Discussion

The association between efficacy beliefs and success orientation is compatible with Bandura’s (1997) account of perceived capability, effort and persistence. It is also directionally consistent with the relationship reported by Kenioua and Krine (2021) among Algerian under-17 football players. However, the constructs, measurement procedures and sampling context must be considered before making direct comparisons. The absence of statistically significant group differences in this 40-case model underscores the importance of uncertainty and sample size rather than supporting a conclusion that sporting context has no influence.

The success and failure-avoidance dimensions should be interpreted separately, and any overall sport achievement motivation score must be justified by the authenticated instrument manual. The cross-sectional design does not permit causal inference, and non-probability recruitment limits generalizability.

7. General Conclusion

This article model demonstrates a complete reporting sequence for investigating self-efficacy and sport achievement motivation among adolescent athletes in individual and team sports. The numerical example illustrates a positive association with success orientation but no statistically significant group differences. Field-based conclusions must ultimately rest on verified instruments and observations from the target population.

8. Recommendations and Future Research

Future field studies should recruit a larger and more diverse sample across clubs in Bouira, document sport type and training history, and confirm the psychometric suitability of both Arabic scales. Researchers should report effect sizes and confidence intervals, assess potential confounders such as age and years of practice, and consider longitudinal designs to clarify changes in efficacy and motivation over time.

9. References

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Gill, D. L., & Deeter, T. E. (1988). Development of the Sport Orientation Questionnaire. Research Quarterly for Exercise and Sport, 59(3), 191–202. https://doi.org/10.1080/02701367.1988.10605504

Kenioua, M., & Krine, N. (2020). Self-efficacy scale validation among football players (Algeria). [Check full journal metadata against publisher record before submission]. https://journal.unj.ac.id/unj/index.php/jipes/article/view/17413

Kenioua, M., & Krine, N. (2021). Self-efficacy and its relationship with sports achievement motivation and level of aspiration in emerging football players U-17. Journal of Sport Science Technology and Physical Activities, 18(1), 42–55. https://asjp.cerist.dz/en/article/152164

Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy Scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35–37). NFER-NELSON.

Instrument documentation: The exact Arabic sport achievement motivation scale source, scoring key and bibliographic details must be confirmed against the original version before use.