Relationship between achievement goal orientations and perceived motivational climate on intrinsic motivation

2007 ◽  
Vol 9 (6) ◽  
pp. 365-374 ◽  
Author(s):  
P. C. Brunel
Keyword(s):  
Intrinsic Motivation ◽  
Goal Orientations ◽  
Motivational Climate ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Perceived Motivational Climate

scholarly journals Dynamic Reciprocal Relations of Achievement Goal Orientations with Daily Experiences of Success and Failure: An Ambulatory Assessment Study

2020 ◽  
Author(s):  
Andreas B. Neubauer ◽  
Andrea Schmidt ◽  
Florian Schmiedek ◽  
Judith Dirk
Keyword(s):  
Academic Success ◽  
Intrinsic Motivation ◽  
Goal Orientation ◽  
Structural Equation Models ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Ambulatory Assessment ◽  
Achievement Goal Orientations ◽  
Mastery Goal ◽  
Daily Experiences

Achievement goals have been linked to achievement in various educational settings. The present work explored day-to-day variations in achievement goal orientations (mastery, performance-approach, performance-avoidance) and their associations with intrinsic motivation in school and daily experiences of success and failure. Ambulatory assessment data from 108 students in Grade 5 were collected, with daily assessments of achievement goal orientations in the morning, intrinsic motivation at school, and end-of-day reports of academic success and failure. Multilevel models showed that children reported more intrinsic motivation and more success on days when they reported greater mastery goal orientation. Mastery goal orientations were also linked to better academic achievement one year later. Performance-avoidance orientation was associated with more failure on the same day. Dynamic structural equation models indicated reciprocal associations between goal orientations and experiences of success and failure across days. Findings suggest meaningful within-person dynamics among goals orientations and daily academic success and failure.

scholarly journals Structured Self-Reflection as a Tool to Enhance Perceived Performance and Maintain Effort in Adult Recreational Salsa Dancers

2009 ◽  
Vol 23 (2) ◽  
pp. 151-169 ◽  
Author(s):  
Stephanie J. Hanrahan ◽  
Rachel Pedro ◽  
Ester Cerin
Keyword(s):  
Intrinsic Motivation ◽  
Intervention Group ◽  
Goal Orientations ◽  
Achievement Goal ◽  
The Self ◽  
Achievement Goal Orientations ◽  
Negative Effects ◽  
Self Reflection ◽  
Reflection Process ◽  
Perceived Performance

The purpose of this study was to determine if the use of structured self-reflection in community dance classes would influence achievement goal orientations, levels of intrinsic motivation, or perceived dance performance. The Task and Ego Orientation in Sport Questionnaire (TEOSQ) and the Intrinsic Motivation Inventory (IMI) were modified slightly to reflect involvement in salsa dancing rather than sport and then were administered to 139 Latin dance students at the beginning and end of an 11-week term. The dance classes were divided into control and intervention groups, balanced in terms of sample size and level of instruction. The intervention group completed a salsa self-reflection form during or after class for 9 weeks. At the posttest all students rated their salsa performance and the intervention group evaluated the self-reflection process. Results indicate that although achievement goal orientations were not affected, structured self-reflection is perceived to be a positive tool and may be a useful technique to enhance perceived performance and maintain effort and perceived importance. The participants’ perceptions of the self-reflection process were positive, with no negative effects of engaging in the process reported.

scholarly journals The Relationship of Perceived Motivational Climate to Intrinsic Motivation and Beliefs about Success in Basketball

1992 ◽  
Vol 14 (4) ◽  
pp. 375-391 ◽  
Author(s):  
Jeffrey J. Selfriz ◽  
Joan L. Duda ◽  
Likang Chi
Keyword(s):  
Intrinsic Motivation ◽  
Goal Orientation ◽  
Achievement Motivation ◽  
Goal Orientations ◽  
Motivational Climate ◽  
Goal Structure ◽  
Basketball Players ◽  
Perceived Motivational Climate ◽  
Relationship Of ◽  
The Relationship

Drawing from contemporary goal perspective theories of achievement motivation, this investigation had as its primary purpose to determine the relationship of perceived motivational climate to intrinsic motivation and attributional beliefs in a sport setting. This study also examined the degree to which the dependent variables of interest are a function of situational goal structure, dispositional goal orientations, or both. Subjects, 105 male basketball players from nine varsity high school teams, were requested to complete the four instruments. Results indicated that the Perceived Motivational Climate in Sport Questionnaire was comprised of two valid and reliable subscales, the Mastery and Performance Climate scales. Perceptions of a mastery-oriented climate positively related to reported enjoyment and the belief that effort leads to achievement. Perceptions of a performance-oriented climate were associated with the view that superior ability causes success. In general, indices of intrinsic motivation and attributional beliefs were best predicted by dispositional goal orientation.

Achievement Goal Orientations and Intrinsic Motivation in Physical Fitness Testing with Children

1994 ◽  
Vol 6 (2) ◽  
pp. 159-167 ◽  
Author(s):  
Marios Goudas ◽  
Stuart Biddle ◽  
Kenneth Fox
Keyword(s):  
Physical Fitness ◽  
Intrinsic Motivation ◽  
Goal Orientation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Fitness Testing ◽  
Achievement Goal Orientations ◽  
Performance Group ◽  
Perceived Success ◽  
Physical Fitness Testing

This study examined the relationship between dispositional achievement goal orientations and intrinsic motivation following physical fitness testing. Students, aged 11–15 years, completed the Task and Ego Orientation in Sport Questionnaire, participated in the 20-m progressive shuttle run test, and then completed a modified Intrinsic Motivation Inventory (IMI). Using their goal orientations, students were placed into one of four groups: low in both task and ego, high ego/low task, high task/low ego, and high in both task and ego. A MANOVA indicated that for students in the “high” and “low” performance groups, differences in intrinsic motivation between goal orientation groups were found. Perceived success and goal orientations had independent effects on intrinsic motivation for the lower performance group but interacted to influence intrinsic motivation for the higher performance group. It is concluded that children have different motivational reactions to fitness testing, depending on their goal profile, performance, and perceived success.

Effects of a Motivational Climate Intervention for Coaches on Changes in Young Athletes’ Achievement Goal Orientations

2007 ◽  
Vol 1 (1) ◽  
pp. 23-46 ◽  
Author(s):  
Frank L. Smoll ◽  
Ronald E. Smith ◽  
Sean P. Cumming
Keyword(s):  
Goal Orientation ◽  
Goal Orientations ◽  
Motivational Climate ◽  
Achievement Goal ◽  
Control Group ◽  
Achievement Goal Orientations ◽  
Mastery Goal Orientation ◽  
Orientation Scores ◽  
Motivational Climates ◽  
Mastery Motivational Climate

Mastery-oriented motivational climates and achievement goal orientations have been associated with a range of salutary and clinically relevant outcomes in both educational and sport research. In view of this, an intervention was developed for youth sport coaches designed to promote a mastery motivational climate, and a field experiment was conducted to assess its effects on changes in athletes’ achievement goal orientations over the course of a sport season. The experimental group was comprised of 155 boys and girls, who played for 20 basketball coaches; 70 youngsters played for 17 control group coaches. The coach intervention resulted in higher Mastery-climate scores and lower Ego-climate scores compared with the control condition, and athletes who played for the trained coaches exhibited significant increases in Mastery goal orientation scores and significant decreases in Ego-orientation scores across the season, whereas control group participants did not. Practical and theoretical implications of the findings are discussed.

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