The Coach-Created Motivational Climate, Young Athletes’ Well-Being, and Intentions to Continue Participation

2012 ◽  
Vol 6 (2) ◽  
pp. 166-179 ◽  
Author(s):  
María Sol Alvarez ◽  
Isabel Balaguer ◽  
Isabel Castillo ◽  
Joan L. Duda
Keyword(s):  
Intrinsic Motivation ◽  
Achievement Goals ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Young Male ◽  
Well Being ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Equation Modeling ◽  
Young Athletes

Drawing from the theories of self-determination (SDT; Ryan & Deci, 2000) achievement goals (AGT; Nicholls, 1989), and, in particular, Vallerand’s four-stage casual sequence embedded in his hierarchical model of intrinsic and extrinsic motivation (HMIEM; Vallerand, 1997, 2001), this study tested a motivational model in the sport context via structural equation modeling (SEM). Based on the responses of 370 young male soccer players (M age = 14.77), the path analysis results offered overall support for the proposed model. A perceived task-involving climate emerged as a positive predictor of the satisfaction of the three psychological needs, while a perceived ego-involving climate was a negative predictor of related-ness satisfaction. The results also support positive paths between satisfaction of the three psychological needs and intrinsic motivation, while intrinsic motivation was positively linked to subjective vitality and future intention to participate. The implications of the coach-created motivational climate are discussed in the light of its implications for the quality and potential maintenance of sport involvement among young athletes.

Measuring Perceived Motivational Climate in Physical Education

2007 ◽  
Vol 26 (3) ◽  
pp. 236-259 ◽  
Author(s):  
Athanasios G. Papaioannou ◽  
Nikolaos Tsigilis ◽  
Eudoxia Kosmidou ◽  
Dimitrios Milosis
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Achievement Goals ◽  
Structural Equation ◽  
Motivational Climate ◽  
Equation Modeling ◽  
Social Approval ◽  
School Students ◽  
New Instrument ◽  
Perceived Motivational Climate

A new instrument of motivational climate in physical education is presented with the goal of measuring perceptions of teachers’ emphasis on mastery, performance–approach, performance–avoidance, and social approval goals. The measure was based on the principle of compatibility, according to which climate perceptions and achievement goals should be compatible between each other in terms of target, action domain, life context, and time. The measure was administered to 928 middle school students alongside scales of intrinsic motivation, amotivation, and satisfaction. The statistical analyses included structural equation modeling, investigation of factor correlations, correlation of this measure with intrinsic motivation, satisfaction, and amotivation in physical education and investigation of intraclass correlations. The findings provide evidence of construct validity for the new measure and suggest that mastery and social approval goals can facilitate intrinsic motivation of students.

The Role of an Empowering Motivational Climate on Pupils’ Concentration and Distraction in Physical Education

2021 ◽  
pp. 1-11
Author(s):  
Maxime Mastagli ◽  
Aurélie Van Hoye ◽  
Jean-Philippe Hainaut ◽  
Benoît Bolmont
Keyword(s):  
Physical Education ◽  
Negative Affect ◽  
Structural Equation ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Positive And Negative Affect

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.

Relationships between leadership, motivation and employee-level innovation: evidence from India

2020 ◽  
Vol 49 (7) ◽  
pp. 1363-1379
Author(s):  
Vishal Gupta
Keyword(s):  
Intrinsic Motivation ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Organizational Context ◽  
Work Motivation ◽  
Sense Of Self ◽  
Autonomous Motivation ◽  
Work Behavior ◽  
Equation Modeling ◽  
Content Type

PurposeIntegrating the behavioral theory of leadership, the componential theory of creativity and the self-determination theory (SDT), the study tests the relationships between leadership, work motivation (intrinsic motivation, integrated extrinsic motivation, extrinsic motivation) and employee-level innovation (innovative work behavior and innovation outcomes) in a work setting.Design/methodology/approachData were collected using a survey questionnaire from 493 scientists working in India's largest civilian research and development (R&D) organization. The structural equation modeling (SEM) method was used to test the hypothesized relationships between the study variables.FindingsThe study found evidence for positive relationships between leadership, employee autonomous motivation (intrinsic and integrated extrinsic motivation) and employee-level innovation. The study shows that extrinsic motivation is positively related to innovation only when the value of rewards is integrated to one's sense of self (integrated extrinsic motivation). Extrinsic motivation, otherwise, is not related to innovation.Research limitationsThe study was cross-sectional, so inferences about causality are limited.Practical implicationsFirst, while extrinsic motivation is considered bad for innovation, the study provides evidence that integrated extrinsic motivation complements intrinsic motivation and encourages employee-level innovation. Second, the study shows that leaders can aid the process of development of autonomous motivation by displaying positive behaviors. Third, the study validates the mediating role of autonomous motivation for the leadership–innovation relationship.Originality/valueThe study provides an insight into the underlying process through which leaders can impact innovation at the workplace. To the best of the author's knowledge, such a study is the first of its kind undertaken in an organizational context.

scholarly journals Achievement Goals, Competition Appraisals, and the Psychological and Emotional Welfare of Sport Participants

2008 ◽  
Vol 30 (3) ◽  
pp. 302-322 ◽  
Author(s):  
James W. Adie ◽  
Joan L. Duda ◽  
Nikos Ntoumanis
Keyword(s):  
Achievement Goals ◽  
Structural Equation ◽  
Cognitive Appraisals ◽  
Well Being ◽  
Self Esteem ◽  
Equation Modeling ◽  
Sport Competition ◽  
Threat Appraisals ◽  
Challenge And Threat ◽  
And Performance

Grounded in the 2 × 2 achievement goal framework (Elliot & McGregor, 2001), a model was tested examining the hypothesized relationships between approach and avoidance (mastery and performance) goals, challenge and threat appraisals of sport competition, and positive and negative indices of well-being (i.e., self-esteem, positive, and negative affect). A further aim was to determine the degree to which the cognitive appraisals mediated the relationship between the four achievement goals and the indicators of athletes’ welfare. Finally, measurement and structural invariance was tested with respect to gender in the hypothesized model. An alternative model was also estimated specifying self-esteem as an antecedent of the four goals and cognitive appraisals. Four hundred and twenty-four team sport participants (Mage = 24.25) responded to a multisection questionnaire. Structural equation modeling analyses provided support for the hypothesized model only. Challenge and threat appraisals partially mediated the relationships observed between mastery-based goals and the well-being indicators. Lastly, the hypothesized model was found to be invariant across gender.

scholarly journals Goal Striving and Well-Being in Sport: The Role of Contextual and Personal Motivation

2014 ◽  
Vol 36 (5) ◽  
pp. 446-459 ◽  
Author(s):  
Laura C. Healy ◽  
Nikos Ntoumanis ◽  
Jet J.C.S. Veldhuijzen van Zanten ◽  
Nicola Paine
Keyword(s):  
Structural Equation ◽  
Goal Attainment ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Equation Modeling ◽  
Goal Striving ◽  
Personal Motivation ◽  
Goal Motivation ◽  
Coach Behaviors

This investigation sought to clarify mixed results in the literature exploring coach behaviors, basic psychological needs, goal motivation, and well- and ill-being. Regional-level team sport athletes (N = 241) completed questionnaires on the aforementioned variables at the beginning of the season. A subsample (n = 70) provided saliva samples to assess physical ill-being. At the end of the season, athletes (n = 98) reported their goal motivation and attainment. Structural equation modeling demonstrated that coach behaviors were related to needs satisfaction and thwarting, which were related to autonomous and controlled goal motives respectively. Autonomous motives were related to well- and ill-being; controlled motives were only related to ill-being. Over time, only end-of-season autonomous goal motives were related to goal attainment. The findings provide an insight into how coaches can facilitate optimum goal striving and well-being in their athletes.

scholarly journals The Role of Feedback in Psychological/Emotional Well-Being: A Study on Research Assistants

2021 ◽  
Vol 11 (2Pt2) ◽  
pp. 485-494
Author(s):  
Ali Murat Alparslan ◽  
Seher Yastıoğlu ◽  
Ahmet Sait Özkul
Keyword(s):  
Intrinsic Motivation ◽  
Structural Equation ◽  
Well Being ◽  
Equation Modeling ◽  
Department Heads ◽  
Academic Advisor ◽  
Expert Opinions ◽  
Group Interviews ◽  
Research Assistants

The aim of the study is to examine the role of feedback and intrinsic motivation on research assistants' psychological and emotional well-being. First, an Effective Feedback Scale adapted to sampling was developed through expert opinions, focus group interviews and piloting. Afterwards, a field survey was conducted, and two separate models were tested on the data of 278 research assistants to examine the effect of the feedback received from academic advisors (feedback of academic advisor, FAA) and department heads (feedback of department heads, FDH) with the structural equation modeling approach. It was found that the FDH is more effective than the FAA on the emotional well-being of research assistants in the workplace. The FAA has a greater impact on the psychological well-being and intrinsic motivation of research assistants than the FDH. The effect of feedback received from both groups was significant on intrinsic motivation, which increased both psychological and emotional well-being significantly. In addition, the feedback characteristics that had a positive effect on well-being were identified as allowing dialogue in giving feedback, giving it for development and assistance, its being objective and positive, and including a solution proposal.

scholarly journals Children's Physical Self-Concept, Motivation, and Physical Performance: Does Physical Self-Concept or Motivation Play a Mediating Role?

2021 ◽  
Vol 12 ◽  
Author(s):  
Annette Lohbeck ◽  
Philipp von Keitz ◽  
Andreas Hohmann ◽  
Monika Daseking
Keyword(s):  
Intrinsic Motivation ◽  
Physical Performance ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Self Concept ◽  
Equation Modeling ◽  
Mediation Model ◽  
Regular School ◽  
Mediating Role ◽  
Study Results

The present study aimed to examine the relations between physical self-concept, intrinsic and extrinsic motivation as well as physical performance of 1,082 children aged 7–8 years. The central objective of this study was to contrast a mediation model assuming physical self-concept as a mediator of the relations between both types of motivation and physical performance to a mediation model assuming both types of motivation as mediators of the relations between physical self-concept and physical performance. Physical self-concept and both types of motivation were measured by using self-reported questionnaires, while physical performance was measured with 10 motor skill tests. All tests were carried out during regular school hours (8–12 A.M.) by qualified test personnel. Beyond correlation analyses, structural equation modeling (SEM) was performed to find evidence for the predictive relations between the variables under study. Results showed that physical self-concept was significantly positively related to both types of motivation and physical performance (all p < 0.001). In contrast, results of SEM revealed that only physical self-concept (p < 0.001) and intrinsic motivation (p < 0.05) were significantly positively linked to physical performance. Furthermore, physical self-concept proved to significantly mediate the relations of both types of motivation to physical performance (p < 0.001), while only intrinsic motivation, but not extrinsic motivation, proved to significantly mediate the relation between physical self-concept and physical performance (p < 0.05). These results suggest that school-based or extracurricular interventions targeted at improving younger children's physical performance only by means of an increased level of physical activity or by external factors without supporting children's physical self-concept and intrinsic motivation may have less or no effects on their physical performance.

scholarly journals The Ratio of Social Activity and Satisfaction of Basic Psychological Needs, Subjective Well-being and Social Frustration of Young People

2020 ◽  
pp. 176-195
Author(s):  
R.M. Shamionov ◽  
Keyword(s):  
Life Satisfaction ◽  
Young People ◽  
Structural Equation ◽  
Social Activity ◽  
Basic Needs ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Equation Modeling ◽  
Subjective Well Being

The study of the ratio of meeting the basic needs, subjective well-being, social frustration and commitment to various forms of activity will help to understand the internal regulation of young people’s social behavior. Such scientific knowledge is necessary to expand the opportunities for social self-determination of young people and risk management of social activity. The purpose is to study the ratio of meeting the basic needs, characteristics of subjective well-being (life satisfaction and happiness experience), social frustration and social activity of young people, to identify direct and indirect effects using structural equation modeling. 305 people took part in the study. We used the questionnaire aimed at evaluating the inclusion in various social activity types, and the Basic Needs Satisfaction in General Scale (Johnston, Finney, 2010), the Life Satisfaction Scale (Diener, Emmons, Larsen, Griffin, 1985), the Happiness Scale (Lyubomirsky, Lepper, 1999), and the Social Frustration Scale (Wasserman, 2004). We have established that meeting the basic needs, life satisfaction, and happiness are associated with commitment to various forms of social activity. The highest level of determination (in terms of the number of correlations and the closeness of connections) was found in relation to leisure, educational and developmental, religious (positive) and radical protest (negative) activity. At the same time, satisfaction of the need for competence is the most im-portant in motivating different forms of activity. Civil, socio-economic, and educational-developmental activities are associated with social satisfaction in various areas (the content of their work, life prospects, services and medical services, leisure activities, etc.), and social frustration is associated positively with protest, radical protest, and only in one case (dissatis-faction with security), with subcultural activity. Satisfaction of basic needs accounts for 2 to 15% of variations in commitment to various forms of social activity, and life satisfaction accounts for about 22% of variations in social activity.

College students' trait gratitude and subjective well-being mediated by basic psychological needs

2020 ◽  
Vol 48 (4) ◽  
pp. 1-10
Author(s):  
Yanhua Wang
Keyword(s):  
Structural Equation Modeling ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Equation Modeling ◽  
Subjective Well Being ◽  
Trait Gratitude ◽  
Insight Into

I explored how trait gratitude affects subjective well-being and whether this relationship is mediated by the fulfillment of basic psychological needs. Participants were 481 Chinese undergraduate students, who responded to measures of trait gratitude, basic psychological needs fulfillment, and subjective well-being (SWB). The results revealed that trait gratitude, fulfillment of basic psychological needs, and SWB were significantly correlated with each other. Further, structural equation modeling results indicated that trait gratitude was a significant predictor of SWB, and this effect was partially mediated by the fulfillment of basic psychological needs. My findings provide new insight into the mechanism of how gratitude can promote SWB.

Predicting Satisfaction in Physical Education From Motivational Climate and Self-determined Motivation

2015 ◽  
Vol 34 (2) ◽  
pp. 210-224 ◽  
Author(s):  
Antonio Baena-Extremera ◽  
Manuel Gómez-López ◽  
Antonio Granero-Gallegos ◽  
Maria del Mar Ortiz-Camacho
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Structural Equation ◽  
Positive Association ◽  
Motivational Climate ◽  
Equation Modeling ◽  
School Students ◽  
Mean Values ◽  
Task Oriented

The purpose of this research study was to determine to what extent the motivational climate perceived by students in Physical Education (PE) classes predicts self-determined motivation, and satisfaction with physical education classes. Questionnaires were administered to 758 high school students aged 13-18 years. We used the Spanish versions of the PE adaptations of instruments: Sport Satisfaction Instrument, Sport Motivation Scale and Learning and Performance Orientations in PE Classes Questionnaire. We conducted a descriptive statistical analysis and correlations with structural equation modeling. The results showed the highest mean values in satisfaction/fun, intrinsic motivation and motivational task-oriented climate. By using a structural equation model, we found a positive association between a task-oriented climate and students’ intrinsic motivation (γ=.69) and their satisfaction in PE classes (β=.56).

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