Motivational climate, achievement goals and metacognitive activity in physical education and exercise involvement in out-of-school settings

2006 ◽  
Vol 7 (4) ◽  
pp. 361-379 ◽  
Author(s):  
Argiris Theodosiou ◽  
Athanasios Papaioannou
Keyword(s):  
Physical Education ◽  
Achievement Goals ◽  
Motivational Climate ◽  
School Settings ◽  
Metacognitive Activity ◽  
Out Of School

scholarly journals Validez de constructo interna y externa del AGQ y PTEGQ en español

2015 ◽  
Vol 31 (2) ◽  
pp. 626
Author(s):  
Francisco Ruiz-Juan
Keyword(s):  
Physical Education ◽  
Construct Validity ◽  
Intrinsic Motivation ◽  
Achievement Goals ◽  
External Validity ◽  
Leisure Time ◽  
Motivational Climate ◽  
Psychometric Tests ◽  
Four Dimensions ◽  
Perceived Motivational Climate

The objective is to analyze the psychometric properties of Achievement Goals Questionnaire (AGQ) and Perceptions of Teachers' Emphasis on Goals Questionnaire (PTEGQ) in Spanish, determining the reliability and construct validity and external validity by understanding that achievement goals and perceived motivational climate in physical education may predict intrinsic motivation and satisfaction in those subjects who exercise at leisure time regularly. Psychometric tests confirm PTEGQ and AGQ have four dimensions that are hypothesized from the original one. It has proved the structural supporting hypothesis that it is based on the principle of compatibility. It has also been demonstrated construct validity and external validity as achievement goals and perceived motivational climate in physical education may predict intrinsic motivation and satisfaction in active subjects. Its reliability has been acceptable

Achievement goals in physical education: Examining the predictive ability of five different dimensions of motivational climate

2007 ◽  
Vol 13 (3) ◽  
pp. 267-285 ◽  
Author(s):  
Vassilis Barkoukis ◽  
Cecilie Thøgersen-Ntoumani ◽  
Nikos Ntoumanis ◽  
Nikitas Nikitaras
Keyword(s):  
Physical Education ◽  
Achievement Goals ◽  
Predictive Ability ◽  
Motivational Climate ◽  
Different Dimensions

scholarly journals Perfiles motivacionales en las sesiones de educación física (Motivational profiles in physical education sessions)

Retos ◽  
2015 ◽  
pp. 34-39
Author(s):  
Dolors Cañabate Ortíz ◽  
Joan Pau Torralba Vicens ◽  
Javier Cachón Zagalaz ◽  
Mª Luisa Zagalaz
Keyword(s):  
Cluster Analysis ◽  
Physical Education ◽  
Hierarchical Cluster Analysis ◽  
Achievement Goals ◽  
Pearson Correlation ◽  
Hierarchical Cluster ◽  
Motivational Climate ◽  
Motivational Orientation ◽  
Practical Reasons ◽  
Motivational Profiles

El objetivo del estudio ha sido determinar los diferentes perfiles motivacionales que existen en una clase formada por alumnos de 4º, 5º y 6º de primaria. Las variables que se han utilizado para el posterior análisis han sido las metas de logro, la percepción del clima motivacional y de las estrategias que utiliza el docente para mantener la disciplina, las razones para ser disciplinados y los motivos de práctica en las clases de educación física. Se presenta un análisis de los estadísticos descriptivos que permite observar las puntuaciones medias de todas las variables, un análisis de correlación de Pearson, análisis jerárquico de Clúster y análisis multivariado (MANOVAS). El estudio revela la existencia de tres perfiles motivacionales y permite al docente ver la predominancia de razones intrínsecas en una gran parte de alumnos. También se aprecia como el clima motivacional que fomentan los profesores de EF ejerce influencia sobre la manera en que se dan los diferentes comportamientos y actitudes de los alumnos.Palabras clave: Educación Física, Orientación motivacional, percepción, clima y motivación.Abstract: The aim of the study was to determine the different motivational profiles that exist in a class consisting of students from the 4th, 5th and 6th grade. The variables that were used for subsequent analysis were achievement goals, perceived motivational climate and strategies used by teachers to maintain discipline, the reasons for discipline and practical reasons in classes physical education. We present a descriptive statistical analysis that allows to observe the mean scores of all variables a Pearson correlation analysis, hierarchical cluster analysis, hierarchical cluster analysis and multivariate analysis (MANOVAs). The study reveals the existence of three motivational profiles and allows the teacher to see the predominance of intrinsic reasons a lot of students. Also seen as a motivational climate that encourage PE teachers influences the way they give different behaviors and attitudes of studentsKey words: Physical Education, motivational orientation, perception, climate and motivation.

Influence of Perceived Motivational Climate on Achievement Goals in Physical Education: A Structural Equation Mixture Modeling Analysis

2010 ◽  
Vol 32 (3) ◽  
pp. 324-338 ◽  
Author(s):  
John C. K. Wang ◽  
Woon Chia Liu ◽  
Nikos L. D. Chatzisarantis ◽  
Coral B. S. Lim
Keyword(s):  
Physical Education ◽  
Achievement Goals ◽  
Structural Equation ◽  
Motivational Climate ◽  
Mixture Modeling ◽  
Negative Effect ◽  
Perceived Motivational Climate ◽  
Mastery Motivational Climate ◽  
Avoidance Goals ◽  
Mastery Approach

The purpose of the current study was to examine the influence of perceived motivational climate on achievement goals in physical education using a structural equation mixture modeling (SEMM) analysis. Within one analysis, we identified groups of students with homogenous profiles in perceptions of motivational climate and examined the relationships between motivational climate, 2 × 2 achievement goals, and affect, concurrently. The findings of the current study showed that there were at least two distinct groups of students with differing perceptions of motivational climate: one group of students had much higher perceptions in both climates compared with the other group. Regardless of their grouping, the relationships between motivational climate, achievement goals, and enjoyment seemed to be invariant. Mastery climate predicted the adoption of mastery-approach and mastery-avoidance goals; performance climate was related to performance-approach and performance-avoidance goals. Mastery-approach goal had a strong positive effect while performance-avoidance had a small negative effect on enjoyment. Overall, it was concluded that only perception of a mastery motivational climate in physical education may foster intrinsic interest in physical education through adoption of mastery-approach goals.

scholarly journals Motivation and Perceived Motivational Climate by Adolescents in Face-to-Face Physical Education during the COVID-19 Pandemic

2021 ◽  
Vol 13 (23) ◽  
pp. 13051
Author(s):  
Carlos Mata ◽  
Marcos Onofre ◽  
João Costa ◽  
Madalena Ramos ◽  
Adilson Marques ◽  
...  
Keyword(s):  
Physical Education ◽  
Educational Level ◽  
Achievement Goals ◽  
Negative Impact ◽  
Goal Orientations ◽  
Motivational Climate ◽  
Online Questionnaire ◽  
Face To Face ◽  
Participation Motivation ◽  
Perceived Motivational Climate

The COVID-19 pandemic impacted adolescents’ lives, leading to unprecedented changes in their routines, especially in education. Face-to-face physical education (PE) classes during COVID-19 were affected in organization, possibly conditioning students’ participation, motivation and learning. Based on the achievement goal and self-determination theories, the aim of this study was to analyze and compare the motivational indicators of adolescents in face-to-face PE classes during COVID-19, according to gender, educational level and physical activity (PA). A total of 1369 students participated in the study (621 boys and 748 girls; mean age: 14.4 years; SD: 1.74). Data were collected via an online questionnaire and analyzed using MANCOVAs adjusted for age, pre- and post-COVID-19 PA, socioeconomic status and BMI (Z-score). Differences in achievement goals, motivational climate and motivational regulation levels were found in different groups by gender, PA and educational level, favoring older and more active participants. A more positive motivational profile was found for girls in general and, specifically, for active boys, regarding more self-determined motivations and mastery goal orientations. Overall, this study’s findings suggest that the restrictions related to face-to-face PE classes during the COVID-19 pandemic had a negative impact on students’ motivation.

Perceptions of Competence, Implicit Theory of Ability, Perception of Motivational Climate, and Achievement Goals: A Test of the Trichotomous Conceptualization of Endorsement of Achievement Motivation in the Physical Education Setting

2002 ◽  
Vol 95 (1) ◽  
pp. 233-244 ◽  
Author(s):  
F. Cury ◽  
D. Da Fonséca ◽  
M. Rufo ◽  
P. Sarrazin
Keyword(s):  
Physical Education ◽  
Achievement Motivation ◽  
Achievement Goals ◽  
Motivational Climate ◽  
Implicit Theory ◽  
Negatively Associated ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Performance Dimension

To test and extend the conceptualization of the endorsement of achievement goals in the physical education setting Mastery, Performance-approach, and Performance-approach goals, Perception of the physical education competence, Implicit theory about sport ability, and Perception of the motivational climate were assessed among 682 boys attending five French schools. Analysis indicated that (1) Performance-approach goals were positively associated with perception of physical education Competence, Entity beliefs about sport ability, the Performance dimension of the motivational climate, and negatively associated with Incremental beliefs about sport ability. (2) Mastery goals were positively associated with perception of physical education Competence, Incremental beliefs about sport ability, the Mastery dimension of the motivational climate, and negatively associated with the Performance dimension of the motivational climate. Also, (3) Performance-avoidance goals were positively associated with Entity beliefs about sport ability and the Performance dimension of the motivational climate; these goals were negatively associated with Incremental beliefs about sport ability and perception of physical education Competence. These results clearly attested to the validity of the trichotomous model in the physical education setting.

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