scholarly journals Student Perceived Motivational Climate, Enjoyment, and Physical Activity in Middle School Physical Education

2017 ◽  
Vol 36 (4) ◽  
pp. 398-408 ◽  
Author(s):  
Christine E. Johnson ◽  
Heather E. Erwin ◽  
Lindsay Kipp ◽  
Aaron Beighle
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Student Perceptions ◽  
Motivational Climate ◽  
Goal Theory ◽  
Activity Time ◽  
Southeast United States ◽  
8Th Grade ◽  
And Performance ◽  
Perceived Motivational Climate

We used achievement goal theory to examine students’ physical activity (PA) motivation and physical education (PE) enjoyment. Purposes included: 1) determine whether schools with different pedagogical approaches varied in student perceptions of mastery and performance climate dimensions, enjoyment, and PA; 2) examine gender and grade differences in enjoyment and PA; and 3) determine if dimensions of motivational climate predicted enjoyment and PA levels in PE, controlling for gender and grade. Youth (n = 290, 150 girls) from three southeast United States middle schools wore a pedometer and completed a motivational climate and enjoyment questionnaire. Boys were more active and enjoyed PE more than girls, and 7th/8th grade students were more active than 6th grade students. Enjoyment was positively predicted by teacher’s emphasis on two mastery climate dimensions, controlling for gender. PE activity time was predicted by two performance climate dimensions, controlling for gender and grade. Implications for practice are discussed.

scholarly journals PERCEIVED AUTONOMY, MOTIVATION CLIMATE AND INTENTION FOR PHYSICAL ACTIVITY. A COMPARATIVE STUDY OF STUDENTS BASED ON THEIR GENDER AND EDUCATIONAL LEVEL

2020 ◽  
pp. 025
Author(s):  
Dimitrios Karaoglanidis ◽  
Katerina Mouratidou ◽  
Panagiotis Kanellopoulos ◽  
Sofia Karamavrou ◽  
Ioanna Parisi
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Educational Level ◽  
Autonomy Support ◽  
Reasoned Action ◽  
Motivational Climate ◽  
And Performance ◽  
And Gender ◽  
Perceived Motivational Climate ◽  
Intention To Exercise

The main aim of the present study was to examine whether perceived autonomy during physical education (PE) classes, the perceived motivation, and students' intentions for physical activity outside of school differ based on their educational level and gender. The sample consisted of 551 children (266 boys and 285 girls), of which 320 were attending primary school and 231 were attending high school. Four instruments were used for collecting data: (a) a demographics questionnaire; (b) the Perceived Autonomy Support in Physical Education scale (P.A.S. in PE) for assessing students’ motivation; c) the Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ) for assessing  the perceived motivational climate within the PE class, and (d) a questionnaire based on the Theory of Reasoned Action which assessed the participants' intentions for physical activity outside of school. The results showed that as children grow up and change educational levels, the perceived motivational climate with an emphasis on tasks, the sense of autonomy in PE, and the intention to exercise are on the decline. In addition, it appeared that girls exhibited less intention to exercise compared to boys, especially in the highest level of education, and were more likely to perceive the motivational climate in the PE lesson as task-oriented rather than ego-oriented. To sum up, the gender and educational level of students are considered two key factors for both motivation and a sense of autonomy in PE, as well as for their intention to exercise outside of school.

scholarly journals Association between Motivational Climate, Adherence to Mediterranean Diet, and Levels of Physical Activity in Physical Education Students

2019 ◽  
Vol 9 (4) ◽  
pp. 37 ◽  
Author(s):  
González-Valero ◽  
Ubago-Jiménez ◽  
Ramírez-Granizo ◽  
Puertas-Molero
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Mediterranean Diet ◽  
Motivational Climate ◽  
Social Recognition ◽  
Physical Education Teachers ◽  
Cross Sectional ◽  
Healthy Habits ◽  
Active Lifestyles ◽  
Perceived Motivational Climate

Physical Education is an essential educational area to develop physical-healthy habits and motivational orientations, which are fundamental to guide the situation of future Physical Education teachers. These professionals will have a fundamental role in teaching different types of motivations, active lifestyles, and healthy habits in youths. For this reason, the objective of the study is to know the association between motivational climate, adherence to the Mediterranean diet (MD), and the practice of physical activity in future Physical Education teachers. A cross-sectional and nonexperimental study was carried out using a single measurement within a single group. The sample consisted of 775 university students from the cities of Andalusia (Spain). Motivational climate was evaluated through the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), levels of physical activity were evaluated through the adolescent version of the Physical Activity Questionnaire (PAQ-A), and level of adherence to the MD was assessed through Mediterranean Diet Quality Index (KIDMED). On one hand, the healthy and self-improvement component promoted by physical activity favors an orientation focused on process and learning. Likewise, the competitive component is key to motivation focused on product and social recognition. In addition, future Physical Education teachers should pay special attention to the unequal recognition among members that physical activity can generate, in order to avoid personal disregard and social rejection. The ego climate is related to a high adherence to the MD. On the other hand, the future Physical Education teachers who manifest motivational processes based on fun and their own satisfaction have low levels of adherence to the MD.

scholarly journals Procesos psicosociales en Educación Física: actitudes, estrategias y clima motivacional percibido (Psychosocial processes in Physical Education: attitudes, strategies, and perceived motivational climate)

Retos ◽  
2017 ◽  
pp. 19-24
Author(s):  
Ana Cabello Moyano ◽  
Manuel Moyano Pacheco ◽  
Carmen Tabernero Urbieta
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Motivational Climate ◽  
Demographic Variables ◽  
Motivational Strategies ◽  
Social Variables ◽  
Positive Attitudes ◽  
Perceived Motivational Climate ◽  
Psychosocial Processes ◽  
Task Oriented

El objetivo de la presente investigación es analizar diferentes procesos psicosociales en Educación Física. Se examinan variables sociodeomográficas -tales como la edad, sexo y práctica de actividad física fuera del horario escolar- en relación a variables psicosociales como las actitudes (hacia el docente y el área), estrategias motivacionales (tarea/ego) y clima motivacional percibido (tarea/ego). A través de diferentes análisis se ponen a prueba varias hipótesis en relación a las mismas. La muestra se compone de 422 adolescentes de diferentes cursos de Educación Secundaria Obligatoria, agrupados en 21 grupos-clase. Los resultados muestran que el alumnado más joven y los chicos (vs. chicas) presentan actitudes más positivas y una mayor motivación hacia la Educación Física. Los chicos presentan unas estrategias y un clima motivacional orientado al ego, en mayor medida que las chicas. En relación a la práctica de actividad física fuera del horario escolar, los que sí la practican son los que muestran una actitud más positiva hacia el área y el docente, así como unas estrategias y clima motivacional orientadas a la tarea. Asimismo, en relación con las actitudes que el alumnado desarrolla hacia la Educación Física y el docente, los datos muestran la importancia relativa de las estrategias motivacionales y clima motivacional orientado hacia la tarea. Finalmente, se discuten los resultados en el marco de investigaciones previas y se proponen implicaciones prácticas para la docencia y la intervención psicosocial. Abstract. The objective of this research is to analyze different psychosocial processes in physical education. Socio-demographic variables - such as age, sex, and hours of practice of physical activity outside the school - in relation to psycho-social variables like attitudes (towards the teacher and area), motivational strategies (task/ego), and perceived motivational climate (task/ego) are examined. Several hypotheses regarding those variables are tested through different analyses. The sample is composed by 422 adolescents from secondary education, grouped into 21 class groups. Results show that the youngest students, as well as boys (vs. girls), present more positive attitudes and greater motivation toward physical education. Boys present strategies and motivational climate aimed at the ego to a greater extent than girls. In relation to the practice of physical activity outside of school, those engaged in it show a more positive attitude towards subject and teacher, as well as task-oriented strategies and motivational climate. Additionally, in relation to attitudes that students develop towards physical education and teaching, data show the relative importance of task-oriented motivational strategies and motivational climate. Finally, the results are discussed in the framework of previous research, and several practical implications for teaching and psychosocial intervention are proposed.

scholarly journals Predicción de la motivación autodeterminada según las orientaciones de meta y el clima motivacional en Educación Física (Prediction of self-determined motivation as goal orientations and motivational climate in Physical Education)

Retos ◽  
2015 ◽  
pp. 23-27
Author(s):  
Antonio Granero-Gallegos ◽  
Antonio Baena-Extremera
Keyword(s):  
Physical Education ◽  
Goal Orientation ◽  
Descriptive Analysis ◽  
Goal Orientations ◽  
Motivational Climate ◽  
Stepwise Multiple Regression ◽  
Learning Climate ◽  
Palabras Clave ◽  
And Performance ◽  
Perceived Motivational Climate

La finalidad de este estudio fue analizar la predicción de la motivación autodeterminada a partir de las orientaciones de meta y el clima motivacional que percibe el alumnado en las clases de Educación Física. La muestra estuvo compuesta por 1298 alumnos de Educación Secundaria, de ocho centros de Educación Secundaria de las provincias de Almería, Granada y Málaga, con edades entre 12 y 19 años (M = 15.13; DT = 1.43). Los instrumentos que se utilizaron para la recogida de la información fueron las versiones en castellano y adaptadas a la Educación Física de: Escala de Motivación Deportiva, Cuestionario de Orientación al Aprendizaje y al Rendimiento en las Clases de Educación Física y Cuestionario de Percepción de Éxito. Los datos se analizaron estadísticamente mediante un análisis descriptivo, de correlación y de regresión múltiple por pasos. Los resultados muestran que la mayoría de los alumnos se encuentran orientados a la tarea, perciben un clima aprendizaje y están motivados intrínsecamente. Asimismo, en chicos el principal predictor de la autodeterminación es el clima rendimiento, mientras que en las chicas es el clima aprendizaje. Palabras clave: Motivación, orientación de meta disposicional, profesor, adolescencia.Abstract: The aim of this study was to analyze the prediction of self-determined motivation from goal orientations and perceived motivational climate that students perceive in physical education classes. The sample consisted of 1298 students of Secondary Education from eight secondary schools in the provinces of Almería, Granada and Málaga, aged between 12 and 19 years (M = 15.13 , DT = 1.43 ). The instruments that were used for the collection of information were these Spanish versions adapted to the Physical Education: Sport Motivation Scale,Learning and Performance Orientations in Physical Education Classes Questionnaire and Perception of Success Questionnaire. The data were statistically analyzed using descriptive analysis, correlation and stepwise multiple regression. The results show that most students are oriented to the task, perceived a learning climate and are intrinsically motivated. In the same way, in boys the main predictor of self-determination is the climate of performance, while in the girls it is the climate of learning.Keywords: Motivation, dispositional goal orientation, teacher, adolescence.

scholarly journals The Mediator Role of Sport Competence and Physical Condition in the Motivational Climate and Personal-Social Responsibility in Physical Education

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110591
Author(s):  
Elif Nilay Ada ◽  
Ali Haydar Serin ◽  
Zekai Pehlivan ◽  
Fatma Çepikkurt ◽  
Hasan Ahmad ◽  
...  
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Physical Condition ◽  
Motivational Climate ◽  
Mediating Effect ◽  
Learning Climate ◽  
Sport Competence ◽  
And Performance ◽  
Perceived Motivational Climate ◽  
The Relationship

This study aimed to separately examine the mediator role of two different variables in the relationship between perceived motivational climate and personal-social responsibility in physical education lessons. A total of 406 students ( Mage = 12.91, SD = 1.01), 217 girls ( Mage = 12.88, SD = 1.03) and 189 boys ( Mage = 12.93, SD = 0.99), from the 6th, 7th, and 8th grades attended the study. In the research, the Learning and Performance Orientations in Physical Education Classes Questionnaire, the Personal-Social Responsibility Questionnaire, and Physical Self-Perception Inventory for Children (physical condition and sport competence) were used. To realize the purpose of the research, the measurement models were first tested using the structural equation model; next, multiple regression analysis applications were made. Mediation analysis was carried out separately for the “learning and performance climate dimensions” for the perceived motivational climate questionnaire. For this purpose, the mediating effect of physical condition and sport competence in the relationship between each perceived motivational climate dimension and personal-social responsibility, was examined. In the analyzes, it was found that neither learning nor performance dimensions of perceived motivational climate had any mediating effect on the relationship between personal-social responsibility. However, the perceived learning climate could moderately predict personal-social responsibility whereas the perceived performance climate could not. As a result, it can be said that the most important effect on personal- social responsibility in physical education lessons belongs to “the student learning orientation” factor which belongs only to the perceived learning climate. Since the student’s sport competence or physical condition is not effective in influencing personal-social responsibility, it has become necessary for physical education teachers to make efforts to create a learning-oriented climate that is associated with positive outcomes.

Testing the Mediating Role of Perceived Motivational Climate in the Relationship between Achievement Goals and Satisfaction: Are These Relationships Invariant across Sex?

2008 ◽  
Vol 27 (2) ◽  
pp. 192-204 ◽  
Author(s):  
George B. Cunningham ◽  
Ping Xiang
Keyword(s):  
Physical Activity ◽  
Achievement Goals ◽  
Motivational Climate ◽  
Goal Theory ◽  
Mastery Goals ◽  
Mediating Role ◽  
Study Support ◽  
Perceived Motivational Climate ◽  
The Relationship

Guided by achievement goal theory, the current study examined whether perceived motivational climate mediated the relationship between achievement goals and satisfaction with physical activity among college students, as well as whether this mediation differed by sex. Participants (N = 304) completed questionnaires assessing their achievement goals, perceived motivational climate, and satisfaction with physical activity. Perceptions of a mastery-focused climate were found to be a mediator of the relationship between mastery goals and satisfaction. The mediating role of perceived motivational climate did not differ based on the sex of the student. Collectively, results of this study support the view that mastery goals and perceived mastery climate are motivationally beneficial to students in the physical activity domain.

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

scholarly journals Can Engagement Go Awry and Lead to Burnout? The Moderating Role of the Perceived Motivational Climate

2019 ◽  
Vol 16 (11) ◽  
pp. 1979 ◽  
Author(s):  
Christina G. L. Nerstad ◽  
Sut I Wong ◽  
Astrid M. Richardsen
Keyword(s):  
Field Study ◽  
Social Comparison ◽  
Work Engagement ◽  
Resource Depletion ◽  
Motivational Climate ◽  
Psychological Climate ◽  
And Performance ◽  
Perceived Motivational Climate ◽  
Moderating Role

In this study, we propose that when employees become too engaged, they may become burnt out due to resource depletion. We further suggest that this negative outcome is contingent upon the perceived motivational psychological climate (mastery and performance climates) at work. A two-wave field study of 1081 employees revealed an inverted U-shaped relationship between work engagement and burnout. This finding suggests that employees with too much work engagement may be exposed to a higher risk of burnout. Further, a performance climate, with its emphasis on social comparison, may enhance—and a mastery climate, which focuses on growth, cooperation and effort, may mitigate the likelihood that employees become cynical towards work—an important dimension of burnout.

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