Promoting psychological integration within culturally diverse school classes: a motivational climate intervention in the physical education context

Purpose: The present study investigated the relationship between an empowering motivational climate and pupils’ concentration and distraction in physical education, mediated by basic psychological needs satisfaction and by positive and negative affect. Method: The participants were 425 French pupils (Mage = 15.36, SDage = 0.82) from 21 high schools, who filled in a questionnaire regarding the study variables. This cross-sectional study used multilevel structural equation modeling to examine the hypothesized relationships. Results: Good fit indices were found in the data from the theoretical model. An empowering motivational climate was found to be related to concentration. Competence need satisfaction was related to concentration and distraction. This association was mediated by positive and negative affect, which in turn was related to concentration and distraction. Conclusion: Teachers can improve pupils’ concentration and positive affect and reduce distraction and negative affect by supporting an empowering motivational climate and fostering competence need satisfaction.

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Initial Validation of the Teacher-Created Empowering and Disempowering Motivational Climate Questionnaire in Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2018-0119 ◽

2018 ◽

Vol 37 (4) ◽

pp. 340-351 ◽

Cited By ~ 7

Author(s):

Daniel Milton ◽

Paul R. Appleton ◽

Anna Bryant ◽

Joan L. Duda

Keyword(s):

Physical Education ◽

Secondary School ◽

Structural Equation ◽

Factor Model ◽

Motivational Climate ◽

Equation Modeling ◽

Physical Education Teachers ◽

Parameter Estimates ◽

Two Samples ◽

Secondary School Pupils

Purpose: Guided by Duda’s hierarchical conceptualization of the motivational climate that draws from self-determination and achievement goal theories, this study provides initial evidence of the psychometric properties of the Empowering and Disempowering Motivational Climate Questionnaire in physical education (EDMCQ-PE). Method: Questionnaire based with two samples of Welsh secondary school pupils. Results: Exploratory structural equation modeling provided a better fit of the data to the hypothesized model than confirmatory factor analysis. Moreover, a two-factor composite (i.e., empowering and disempowering) lower-order model provided an acceptable fit and clear parameter estimates. This two-factor model also demonstrated scalar gender measurement invariance. Discussion: The evidence from this study suggests the EDMCQ-PE is a promising scale for the assessment of secondary school pupils’ perceptions of the empowering and disempowering features of the motivational climate created by their physical education teachers. Conclusion: Moving forward, the statistical approach employed in this paper can inform future studies that develop questionnaire methodology in physical education and from an applied perspective; the EDMCQ-PE can be used by researchers and teachers to assess the motivational climate in PE and help inform the pedagogy underpinning teachers’ classes.

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Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit

European Physical Education Review ◽

10.1177/1356336x18816997 ◽

2018 ◽

Vol 26 (1) ◽

pp. 36-53 ◽

Cited By ~ 9

Author(s):

Alexander Gil-Arias ◽

Fernando Claver ◽

Alba Práxedes ◽

Fernando Del Villar ◽

Stephen Harvey

Keyword(s):

Physical Education ◽

Direct Instruction ◽

Autonomy Support ◽

Perceived Competence ◽

Motivational Climate ◽

Sport Education ◽

Teaching Games For Understanding ◽

Hybrid Teaching ◽

The Impact ◽

Instruction Model

The purpose of the study was to investigate the impact of a hybrid teaching games for understanding (TGfU) and sport education (SE) physical education unit on autonomy support, perceived motivational climate, enjoyment and perceived competence, in comparison to a unit delivered via a traditional direct instruction model. A crossover design was utilized. Participants were 55 students divided into two groups. One group experienced a hybrid TGfU/SE unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. The hybrid unit was designed according to the characteristics of SE (e.g. formal competition, seasons, team identity, roles, etc.) and learning tasks were designed to integrate the pedagogical principles of TGfU. Dependent variables were measured using validated questionnaires. Results showed that regardless of the order of intervention, students in the two groups reported significantly higher mean scores in interest in athletes’ input, praise for autonomous behavior, perceived competence, and enjoyment when they were taught using the hybrid TGfU/SE unit. The results demonstrate some initial evidence that a teacher’s employment of a hybrid TGfU/SE unit can encourage students to assume responsibilities and make independent decisions, which leads to them reporting greater enjoyment and perceived competence when compared to physical education lessons delivered via a traditional direct instruction model.

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

Anales de Psicología ◽

10.6018/analesps.31.2.170041 ◽

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

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Achievement motive of future physical education teachers

Zbornik Instituta za pedagoska istrazivanja ◽

10.2298/zipi0702271l ◽

2007 ◽

Vol 39 (2) ◽

pp. 271-288

Author(s):

Dusanka Lazarevic ◽

Biljana Trebjesanin

Keyword(s):

Physical Education ◽

Complex Structure ◽

Motivational Climate ◽

Male Students ◽

Physical Education Teachers ◽

Moderate Degree ◽

Achievement Motive ◽

Professional Goals ◽

The Difference ◽

High Level

This paper presents the results of the research of the characteristics of achievement motive of future physical education teachers. Starting from understanding of the importance of achievement motive for the successful accomplishment of professional goals and roles of teachers, the aim of our research is to examine the level of achievement motive, the characteristics of its structure and differences according to gender. The instrument MOP2002 (Francesko et al., 2002a) was applied, which presupposes the complex structure of this motive. The sample consisted of 373 students (263 male and 110 female) of the Faculty of Sport and Physical Education in Belgrade. The results show that their achievement motive is characterized by the tendency towards high level of presence, and its structure is in the largest degree determined by the components accomplishing goals as a source of pleasure and perseverance in accomplishing goals, which is followed by orientation towards planning. The component competing with others is demonstrated in a moderate degree and it is least expressed. It was shown that female students have a larger degree of achievement motive when compared to male students, and accomplishing goals as a source of pleasure and perseverance in accomplishing goals mostly contribute to the difference in structure of achievement motive. It can be expected that the achievement motive, with the structure and degree of presence determined in our respondents, will contribute that they, as future teachers, become a good motivational model and the creators of a desirable motivational climate.

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