Motivational Profiles and Achievement Goal Dominance in Physical Education

2014 ◽  
Vol 17 ◽  
Author(s):  
Antonio Méndez-Giménez ◽  
José-Antonio Cecchini-Estrada ◽  
Javier Fernández-Río
Keyword(s):  
Cluster Analysis ◽  
Physical Education ◽  
Positive Affect ◽  
Achievement Goals ◽  
Autonomous Motivation ◽  
Achievement Goal ◽  
Mastery Goals ◽  
Controlled Motivation ◽  
Wilks Lambda ◽  
Motivational Profiles

AbstractThe main goal was to compare idiographic profiles of achievement goal dominance (AGD) and motivational profiles based on 2x2 achievement goals to improve our understanding of how the four achievement goals work in conjunction with one another, and to discern which profiles are most adaptive in the Physical Education context. A total of 351 students (203 males; 148 females) (M = 14.26 ± 1.37 years) from 3 different secondary schools agreed to participate. 86.6% (N = 303) showed AGD, mostly mastery-approach dominance (62.9%).We examined the four AGD groups’ idiographic profiles and how they relate to certain positive (autonomous motivation and positive affect) and negative variables (controlled motivation and amotivation). The results supported the hypotheses of AGD theory (MANOVA one-way, Wilks’ lambda = .609, F(24, 298) = 7.96, p < .001, η2 = .15). Subsequently, k-means cluster analysis was performed, yielding 4 distinct achievement goal profiles. The most adaptive was named “mastery goals”, while “high achievement goals” were the second most adaptive. AGD participants’distribution across the different motivational clusters was also ascertained (MANOVA one-way, Wilks’ lambda = .678, F(12, 910) = 12.01, p < .001, η2 = .12).

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.

Achievement Goals and Their Relations to Self-Reported Persistence/Effort in Secondary Physical Education: A Trichotomous Achievement Goal Framework

2008 ◽  
Vol 27 (2) ◽  
pp. 179-191 ◽  
Author(s):  
Bulent Agbuga ◽  
Ping Xiang
Keyword(s):  
Physical Education ◽  
Achievement Goals ◽  
Predictive Power ◽  
Empirical Support ◽  
Achievement Goal ◽  
Mastery Goals ◽  
8Th Graders ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

Guided by the trichotomous achievement goal framework, the current study examined mastery, performance-approach, and performance-avoidance goals and their relations to self-reported persistence/effort among Turkish students in secondary physical education. Two hundred twenty-nine students in grades 8 and 11 completed questionnaires assessing their achievement goals and self-reported persistence/effort in secondary physical education. Results of this study revealed that 8th-graders scored significantly higher than 11th-graders on performance-approach goals and self-reported persistence/effort. Mastery goals and performance-approach goals emerged as significant positive predictors of students’ self-reported persistence/effort, but their predictive power varied by grade. Overall, results of this study provide empirical support for the trichotomous achievement goal framework in the context of secondary school physical education.

scholarly journals Need Satisfaction and Achievement Goals for Teaching of Universi-ty Faculty: An International Study of Their Interplay and Relevance for Positive Affect, Teaching Quality, and Professional Learning

2020 ◽  
Author(s):  
Martin Daumiller ◽  
Stefan Janke ◽  
Raven Rinas ◽  
Oliver Dickhäuser ◽  
Markus Dresel
Keyword(s):  
Higher Education ◽  
Positive Affect ◽  
Achievement Goals ◽  
International Study ◽  
Teaching Quality ◽  
Need Satisfaction ◽  
Achievement Goal ◽  
University Faculty ◽  
Faculty Motivation ◽  
Faculty Experiences

Previous research has successfully used basic psychological need and achievement goal ap-proaches for describing the motivations of university faculty for teaching and for explaining differences in faculty experiences, success, and learning. However, the interplay between these motivational constructs has been largely ignored, with only faculty from specific educational contexts being studied—neglecting those from other higher education systems and institution types that potentially differ in the configurations, levels, and effects of their motivations. As combining both approaches and examining multiple educational contexts is essential for a comprehensive theoretical understanding of faculty motivation and generalizable results, we conducted an international study including 1,410 university faculty members from German, In-dian, and US-American teaching and research universities. Aside from need satisfaction and achievement goals, we measured their positive affect, teaching quality, and professional learn-ing. Results attested measurement invariance of basic need and achievement goal scales regard-ing language, higher education context, and institution type. We found small differences in mo-tivations between the three higher education contexts and negligible differences between institu-tion types. Task, learning, and relational goals were positively, and work avoidance goals were negatively linked to the outcome variables. Need satisfaction sensibly explained differences in pursuit of these goals, and—directly and indirectly through the goals—also the outcome varia-bles. Taken together, these results provide international evidence for the importance of faculty motivation for teaching and illuminate how need satisfaction is relevant for goal pursuit, while both motivation approaches uniquely matter for faculty experiences, success, and learning.

scholarly journals Antecedents of Approach-Avoidance Achievement Goal Adoption in Physical Education: A Longitudinal Perspective

2009 ◽  
Vol 28 (2) ◽  
pp. 214-232 ◽  
Author(s):  
Victoria E. Warburton ◽  
Christopher M. Spray
Keyword(s):  
Physical Education ◽  
Achievement Goals ◽  
Implicit Theories ◽  
Critical Time ◽  
Perceived Competence ◽  
Achievement Goal ◽  
Approach Avoidance ◽  
Goal Adoption ◽  
Mastery Avoidance ◽  
Avoidance Goals

The purpose of this study was to examine the temporal pattern of pupils’ approach-avoidance achievement goal adoption in physical education across Key Stage 3 of secondary school. Moreover, we determined the predictive utility of implicit theories of ability and perceived competence in explaining change in achievement goals, along with the moderating influence of pupils’ year group. On four occasions, over a 9-month period, 511 pupils in Years 7, 8, and 9 completed measures of perceived competence, incremental and entity beliefs, and approach-avoidance goals. Mastery-approach, mastery-avoidance, and performance-avoidance goals exhibited a linear decline over time, whereas performance-approach goals showed no significant change. Theoretical propositions regarding the antecedents of approach-avoidance goal adoption were supported. Year group was found to moderate a number of these antecedent-goal relationships. Results suggest that Year 7 is a critical time for adolescents’ motivation in school physical education.

scholarly journals Motivational profiles related to the academic satisfaction of university students

2019 ◽  
Vol 35 (3) ◽  
pp. 464-471
Author(s):  
Jorge Vergara-Morales ◽  
Milenko Del Valle ◽  
Alejandro Díaz ◽  
Lennia Matos ◽  
María-Victoria Pérez
Keyword(s):  
Cluster Analysis ◽  
University Students ◽  
Autonomy Support ◽  
Autonomous Motivation ◽  
Well Being ◽  
Poor Quality ◽  
Academic Satisfaction ◽  
Motivational Profiles ◽  
Post Hoc ◽  
Estudiantes Universitarios

Los objetivos del estudio fueron identificar los perfiles motivacionales de estudiantes universitarios y evaluar sus diferencias en cuanto a la satisfacción académica. Los participantes fueron 882 estudiantes con edades comprendidas entre los 17 y 50 años, procedentes de nueve universidades chilenas. Los perfiles motivacionales se identificaron mediante análisis de conglomerados, siguiendo la combinación de métodos jerárquicos y no jerárquicos. El análisis de conglomerados se realizó incluyendo las siguientes variables motivacionales: (1) motivación autónoma, (2) motivación controlada, (3) percepción de apoyo a la autonomía, y (4) percepción de control de la autonomía. Las diferencias entre los perfiles se evaluaron a través de la prueba Anova unifactorial, considerando el cálculo del tamaño del efecto y el análisis post-hoc de Games-Howell. Los resultados del análisis de conglomerados apoyaron una solución de cuatro perfiles motivacionales: mala calidad (n = 167), baja cantidad (n = 144), buena calidad (n = 333), y alta cantidad (n = 238). Además, los estudiantes agrupados en los perfiles con mayores niveles de autonomía para el aprendizaje, presentaron los niveles más altos de satisfacción académica. Como conclusión, se destaca la importancia que tienen los factores motivacionales para facilitar el desarrollo del bienestar de los estudiantes universitarios. The aims of the study were to identify the motivational profiles of university students and to assess their differences according the academic satisfaction. The participants were 882 students aged 17 to 50, from nine Chilean universities. Motivational profiles were identified by cluster analysis, following the combination of hierarchical and non-hierarchical methods. The cluster analysis was perform including the following motivational variables: (1) autonomous motivation, (2) controlled motivation, (3) perception of autonomy support, and (4) perception of autonomy control. The differences among the profiles were assessed through the one way Anova test, considering the effect size calculation, and the Games-Howell post-hoc analysis. The cluster analysis results supported a four motivational profiles solution: poor quality (n = 167), low quantity (n = 144), good quality (n = 333), and high quantity (n = 238). Moreover, students grouped into profiles with higher levels of autonomy for learning, presented the highest levels of academic satisfaction. In conclusion, the importance of motivational factors to facilitate the development of university students’ well-being is highlighted.

Analysis of Motivational Profiles on Sportspersonship Orientations in Secondary School Physical Education Students: A Self-Determination Theory-Based Perspective

2020 ◽  
Vol 39 (4) ◽  
pp. 518-526 ◽  
Author(s):  
Rafael Burgueño ◽  
José Macarro-Moreno ◽  
Isabel Sánchez-Gallardo ◽  
María-Jesús Lirola ◽  
Jesús Medina-Casaubón
Keyword(s):  
Cluster Analysis ◽  
Multivariate Analysis ◽  
Physical Education ◽  
Secondary School ◽  
Analysis Of Variance ◽  
Secondary School Students ◽  
Multivariate Analysis Of Variance ◽  
School Students ◽  
Social Conventions ◽  
Motivational Profiles

Purpose: This research aimed to examine the possible difference of secondary school students’ motivational profiles on their sportsmanship orientation in physical education. Methods: The participants were 707 (53.61% men; Mage = 14.97, SDage = 1.58) secondary school students, who completed measures on their perception of behavioral regulation and sportsmanship orientation in physical education. A two-step cluster analysis was performed to explore the motivational profiles, and multivariate analysis of variance tests was conducted to examine differences on sportsmanship orientation among motivational profiles. Results: The cluster analysis identified four motivational profiles (controlled, amotivated, high motivational regulation, and autonomous). The multivariate analysis of variance tests found that the students in the four motivational profiles reported different levels in respect for social conventions, respect for rules and teachers, full commitment, and respect for classmates. Discussion/Conclusions: The motivational profiles provided a more comprehensive understanding of the motivational processes for each sportsmanship orientation in secondary school students in physical education.

Predicting Changes in Physical Education Teachers’ Behaviors Promoting Physical Activity During the COVID-19 Pandemic Using an Integrated Motivational Model

2021 ◽  
pp. 1-11
Author(s):  
Silvio Maltagliati ◽  
Attilio Carraro ◽  
Géraldine Escriva-Boulley ◽  
Maurizio Bertollo ◽  
Damien Tessier ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Self Efficacy ◽  
Digital Technologies ◽  
Autonomous Motivation ◽  
Perceived Usefulness ◽  
Physical Education Teachers ◽  
Controlled Motivation ◽  
Path Analyses ◽  
And Behaviors

Purpose: To identify motivational determinants explaining Physical Education teachers’ behaviors promoting students’ physical activity (PA) amidst the COVID-19 pandemic. Method: Nine hundred thirty-one Italian and French teachers completed a questionnaire assessing motivational determinants (self-determined motivation, self-efficacy, perceived ease and usefulness toward digital technologies, engagement at work), their intention and behaviors promoting PA, in reference to before and during the pandemic. Path analyses tested the associations of changes in motivational determinants with changes in intention and behaviors. Results: Increases in autonomous, controlled motivation, self-efficacy, and perceived usefulness toward digital technologies, and a decrease in amotivation were associated with an increase in the intention to promote PA. In turn, an increase in intention, but also in self-efficacy, autonomous motivation, and perceived usefulness toward digital technologies were paired with an increase in behaviors promoting PA. Conclusion: Implications regarding the commitment of Physical Education teachers to challenging pedagogical situations, such as promoting PA amidst the COVID-19 pandemic, are discussed.

scholarly journals Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory

2019 ◽  
Vol 16 (16) ◽  
pp. 2839 ◽  
Author(s):  
Ángel Abós ◽  
Leen Haerens ◽  
Javier Sevil-Serrano ◽  
Sofie Morbée ◽  
José Antonio Julián ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Emotional Exhaustion ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Physical Education Teachers ◽  
Motivational Profiles ◽  
Level Of Motivation ◽  
Adaptive Pattern

Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers’ motivational profiles, using the three forms of motivation. Moreover, differences between the obtained profiles in terms of job satisfaction and emotional exhaustion were examined. A sample of 107 primary school PE teachers participated. Four distinct motivational profiles were identified: “relatively amotivated,” “somewhat motivated,” “autonomous-controlled motivated,” and “relatively autonomously motivated.” Results showed that the predominantly autonomously motivated PE teachers reported the most adaptive pattern of outcomes. Although PE teachers from the “relatively autonomously motivated” group did not differ in terms of job satisfaction when compared to those in the “autonomous-controlled motivated” group, the former displayed lower values of emotional exhaustion. These findings support SDT in that more motivation is not necessarily better if this additional motivation comes from controlled reasons. These results could raise awareness among school stakeholders about the importance of increasing PE teachers’ autonomous motivation.

‘Why do I study and what do I want to achieve by studying?’ Understanding the reasons and the aims of student engagement

2017 ◽  
Vol 38 (2) ◽  
pp. 131-148 ◽  
Author(s):  
Elaine Yu Ling Cai ◽  
Gregory Arief D. Liem
Keyword(s):  
Student Engagement ◽  
Achievement Goals ◽  
Autonomous Motivation ◽  
Self Report ◽  
Mediating Role ◽  
Controlled Motivation ◽  
Positive Direct ◽  
Almost All ◽  
Adaptive Role

This study seeks to understand the ‘what’ and the ‘why’ of student engagement by investigating the ‘aims’ that students pursue through engagement (i.e., their achievement goals) and the ‘reasons’ driving such engagement (i.e., their motivation). Self-report instruments measuring students’ motivational reasons, achievement goals, and engagement in the context of their mathematics classes were administered to a sample of 491 Singapore elementary students (54% girls; Mage = 11 years). Mediational path analysis showed that achievement goals, collectively, played a significant mediating role in almost all the links connecting motivational reasons to different engagement outcomes. Specifically, whilst autonomous motivation (AM) was associated with greater effort/persistence, heightened elaboration, and lower anxiety, controlled motivation (CM) was associated with higher anxiety. Although self-based goals strengthened the positive direct effects of AM on effort/persistence and elaboration, and channeled the adaptive effects of CM on these two engagement outcomes, this goal type also heightened the effect of CM on anxiety and cancelled out the benefits of AM in reducing anxiety. Taken together, findings pointed to the more adaptive role of AM relative to CM, and the apparently double-edged-sword effects of self-based goals on student engagement. Key findings and their implications for teaching and school psychology practices are discussed.

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