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.

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.

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

Goal Orientations, Perceptions of the Motivational Climate, and Perceived Competence of Children with Movement Difficulties

2000 ◽  
Vol 17 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Janice Causgrove Dunn
Keyword(s):  
Structural Equation ◽  
Perceived Competence ◽  
Goal Orientations ◽  
Motivational Climate ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Modeling Analysis ◽  
Movement Difficulties ◽  
Perceived Motivational Climate ◽  
Mastery Motivational Climate

This study examined the relationships among goal orientations, perceptions of the motivational climate, and perceived competence of children with movement difficulties in Grades 4 to 6. Participants were 65 children (23 boys and 42 girls) with movement difficulties and 111 children (45 boys and 66 girls) without movement difficulties. The latter group was used only in the preliminary analyses investigating validity and reliability of instruments for use in this study. Instruments included a measure of situationally specific perceived competence, a modified version of the Task and Ego Orientation in Sport Questionnaire (Duda, 1989), and a modified version of the Perceived Motivational Climate in Sport Questionnaire (Seifriz, Duda, & Chi, 1992). Results of structural equation modeling analysis generally supported the hypothesized model of relationships, based on Nicholls’ (1989) achievement goal theory. The findings suggest that physical education classes emphasizing a mastery motivational climate may result in higher perceived competence in children with movement difficulties.

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.

Self-Esteem, Achievement Goals, and Self-Handicapping in College Physical Education

2017 ◽  
Vol 121 (4) ◽  
pp. 690-704 ◽  
Author(s):  
Zuosong Chen ◽  
Kaihong Sun ◽  
Kun Wang
Keyword(s):  
Physical Education ◽  
Achievement Goals ◽  
Self Esteem ◽  
Mastery Goals ◽  
Chinese College Students ◽  
Negative Effect ◽  
And Performance ◽  
Avoidance Goals ◽  
The Relationship ◽  
Positive Effect

This study aims to investigate the relationships among self-esteem, achievement goals, and self-handicapping and the potential mediating role of achievement goals in the relationship between self-esteem and self-handicapping in college physical education. The participants were 320 Chinese college students. Three validated scales were employed to assess participants’ self-esteem, achievement goals, and self-handicapping in college physical education. Results showed that self-esteem had a negative effect on self-handicapping. Self-esteem had a positive effect on mastery goals, but had a negative effect on performance-avoidance goals. Mastery goals had a negative effect and performance-avoidance goals had a positive effect on self-handicapping. Moreover, mastery goals and performance-avoidance goals partially mediated the relationship between self-esteem and self-handicapping, and self-esteem had both direct and indirect effects on self-handicapping in college physical education. The findings indicate that improving individual’s self-esteem and promoting mastery goals while reducing performance-avoidance goals may be relevant strategies to reduce self-handicapping in college physical education.

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.

scholarly journals Influencia del clima motivacional en educación física sobre las metas de logro y la satisfacción con la vida de los adolescentes (Influence of motivational climate in physical education on achievement goals and adolescents’ life satisfaction)

Retos ◽  
2016 ◽  
pp. 157-163
Author(s):  
Melchor Gutiérrez ◽  
Jose M. Tomás ◽  
Pablo Calatayud
Keyword(s):  
Life Satisfaction ◽  
Physical Education ◽  
Achievement Goals ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Satisfaction With Life ◽  
Motivational Climate ◽  
Satisfaction With Life Scale ◽  
Life Scale ◽  
Approach Orientation

En el marco de la Teoría de las Metas de Logro y haciendo alusión a la Teoría de la Autodeterminación, el objetivo principal de este trabajo ha consistido en predecir la satisfacción con la vida de los alumnos de educación física (EF) a partir de la percepción del clima motivacional de la clase y actuando como mediadora la orientación de metas de logro. Para cumplir este objetivo, 608 alumnos españoles de Educación Secundaria y 1º de Bachillerato, con edades comprendidas entre los 12 y los 17 años (M = 14.51, DT = 1.46; 55.3% hombres y 44.7% mujeres) completaron una escala de clima motivacional en EF, una escala de orientación de metas de logro 2 x 2, y una escala de satisfacción con la vida. Para el análisis de los datos se desarrollaron diversos modelos de ecuaciones estructurales con factores latentes. Los principales resultados mostraron una relación significativa y positiva entre el clima de maestría y la aproximación a la maestría y ésta predijo positivamente la satisfacción con la vida. Por otro lado, el clima de rendimiento se relacionó positivamente con la aproximación al rendimiento y ésta predijo negativamente la satisfacción con la vida de los alumnos. Se discuten los resultados en relación con los planteamientos de la psicología positiva de cara a proponer a los profesores ciertas estrategias pedagógicas en las clases de EF.Abstract. Under the framework of the Achievement Goal Theory and in relation with Self-Determination Theory, the main objective of this work was to predict life satisfaction of physical education (PE) students as a mediator of achievement goals orientation, by means of assessing their perception of in-class motivational climate. A sample of 608 Spanish students of secondary and high school, aged 12 to 17 years old (M = 14.51, DT = 1.46; 55.3% men, 44.7% women) completed a motivational climate in PE scale, an achievement goals orientation 2 x 2 scale, and a satisfaction with life scale. Data analyses consisted of several structural equation models with latent factors. Main results showed a significant and positive relationship between mastery climate and mastery approach orientation, which in turn significantly predicted satisfaction with life. Performance climate was positively related to performance approach orientation, which in turn negatively predicted students’ life satisfaction. Results are discussed in relation to the approach of positive psychology in order to propose teachers the use of specific pedagogical strategies in PE classes.

scholarly journals Dispositional Flow in Physical Education: Relationships with Motivational Climate, Social Goals, and Perceived Competence

2009 ◽  
Vol 28 (4) ◽  
pp. 422-440 ◽  
Author(s):  
David González-Cutre ◽  
Álvaro Sicilia ◽  
Juan Antonio Moreno ◽  
Juan Miguel Fernández-Balboa
Keyword(s):  
Physical Education ◽  
Structural Equation ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Equation Model ◽  
Social Goals ◽  
Psychological States ◽  
Motivational Climates ◽  
Dispositional Flow ◽  
Perceived Motivational Climate

The purpose of this study was to analyze the mediating effects of social goals and perceived competence on students’ perceptions of motivational climates and dispositional flow in physical education. At the beginning of the physical education unit, 779 students, 12 to 16 years old, were asked to complete four questionnaires: Perceived Motivational Climate in Sport Questionnaire-2 (PMCSQ-2), which measured the perception of task- and ego-involving climates; the Social Goal Scale–Physical Education (SGS-PE); the sport competence factor of the Physical Self-Perception Profile; and the Dispositional Flow Scale-2 (DFS-2). The results of the structural equation model showed that the task-involving climate positively predicted students’ social goals (i.e., relationship and responsibility goals) as well as their perceived competence. In turn, social goals and perceived competence positively predicted their dispositional flow. Of the total effects of task-involving climate on dispositional flow, 50% of them were direct whereas the other 50% were indirect. The ego-involving climate positively predicted dispositional flow through perceived competence. The results are discussed with reference to the ability of the teacher to create a high degree of motivation for the students so as to help them achieve optimal psychological states and continue to participate in physical activity.

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