Author(s): STUCKE, C., SCHRÖDER, S., LINKOHR, T., SCHULZ, M., Institution: OTTO-VON-GUERICKE-UNIVERSITY, Country: GERMANY, Abstract-ID: 1950

Introduction
A high level of achievement motivation and self-efficacy-belief is a prerequisite for developing high-level athletic abilities and skills and forms the basis for top performance in sport. achievement motivation results from the respective person-situation relationships and is individually distinct. The aim of the following study is to analyse the development of achievement motivation and self-efficacy-belief under the conditions of the EdS.
Method
A total of 658 athletes (Nfemale=349, Nmale=309) from Year 5 onwards participated in the central trials and performance assessments in track and field for the EdS (Halle/Magdeburg) between 2016 and 2025. A total of 63 athletes (Nfemale=29, Nmale=34) completed four performance assessments at one-year intervals. In addition to analysing physical and athletic performance, aspects of achievement motivation (SMT, Fintrup & Schuler, 2007), need for achievement motives (AMS Sport, Elbe, Wenhold & Müller, 2005) and general self-efficacy-beliefs (Jerusalem & Schwarzer, 1999) were also recorded.
Results
A repeated-measures analysis of variance (4 measurement points) showed significant changes in the following aspects of achievement motivation: perseverance (F=5.441, p=.004), flexibility (F=3.568, p=.016), self-discipline (F=5.033, p=.003), confidence (F=3.323, p=.027) and hope for success (F=3.451, p=.023). No differences in development patterns between the sexes could be demonstrated. No significant changes were found in goal setting, fear of failure and self-efficacy-beliefs. Self-discipline and hope for success improved throughout the study period. With regard to the other aspects of achievement motivation, a significant increase was observed from the first to the second assessment.
Conclusion
At the time of the initial assessment, a decision is made based on the athletes' physical and athletic performance as to whether they will be enrolled in the EdS. These athletes are enrolled two months before the second assessment. The period between the second and third assessments marks the first year at the EdS, while the period between the third and fourth assessments marks the second year. The conditions at the EdS encourage the continuous positive development of self-discipline and hope for success in both boys and girls. However, a number of aspects of achievement motivation also show deterioration or no more than random changes and remain at a rather low level, such as self-efficacy-beliefs. The trend towards deterioration is particularly evident in flexibility (from the third assessment) and confidence (from the second assessment). In the fourth assessment, confidence levels are lower than they were in the first assessment. Given that confidence and self-efficacy expectations are key predictors of physical and athletic performance, it is recommended that appropriate training and guidance from coaches and sports psychologists is provided.