scholarly journals The relationships among motivational climate, perceived competence, physical performance, and affects during physical education fitness testing lessons

2021 ◽  
pp. 1356336X2110635
Author(s):  
Mikko Huhtiniemi ◽  
Arja Sääkslahti ◽  
Asko Tolvanen ◽  
Anthony Watt ◽  
Timo Jaakkola
Keyword(s):  
Physical Education ◽  
Physical Performance ◽  
Structural Equation ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Equation Modeling ◽  
Fitness Testing ◽  
Physical Competence ◽  
Motivational Climates ◽  
Anxiety Levels

Despite the prominence of fitness testing in school physical education (PE), there is a sparsity of research examining the antecedents of students’ affective experiences during fitness testing lessons. This study aimed to investigate the associations among task- and ego-involving motivational climates, perceived physical competence, physical performance, enjoyment, and anxiety during two different types of PE fitness testing lessons. Altogether, 645 Finnish students from Grade 5 (50% boys, Mage = 11.2, SD = 0.36) and Grade 8 (47% boys, Mage = 14.2, SD = 0.35) participated in two fitness testing lessons with different content (lesson 1: 20-meter shuttle run test and a test of flexibility; lesson 2: curl-ups, push-ups, 5-leaps, and a catching-throwing combination test). Students’ experiences were collected using short questionnaires immediately after the lessons. Structural equation modeling was applied to examine the direct and indirect associations among study variables. Results indicated that task-involving climate and perceived competence increased students’ enjoyment and decreased their anxiety levels whereas ego-involving climate had no effect on students’ enjoyment but increased their anxiety levels. In addition, students’ actual physical performance as a mediator between motivational climate and affects, or as a direct predictor of affects, was limited. Strategies advancing task-involving motivational climate and students’ perception of competence should be employed to increase enjoyment and decrease anxiety during PE fitness testing lessons.

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.

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.

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

2018 ◽  
Vol 37 (4) ◽  
pp. 340-351 ◽  
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.

scholarly journals Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity: A Self-Determination Theory Approach with a Creative Physical Education Twist

2020 ◽  
Vol 17 (16) ◽  
pp. 5885 ◽  
Author(s):  
Juha Kokkonen ◽  
Arto Gråstén ◽  
John Quay ◽  
Marja Kokkonen
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Social Competence ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Motivational Climate ◽  
Theory Approach ◽  
School Students ◽  
Cross Sectional ◽  
Motivational Climates

Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students’ social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students’ social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impulsivity, the markers of low social competence. The study showed that the motivational climate and co-operational aspect of social competence both played significant roles in students’ PA motivation, PA intention and MVPA. A pedagogical model that brings the learning of social competence relevant skills to the fore is creative physical education (CPE). Analysis of CPE is provided which highlights teaching behaviors which contribute to the students’ MVPA through motivational climates, co-operation, PA motivation and PA intention.

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).

Perceptions of Motivational Climate, Perceived Competence, and Motivation of Students of Varying Age and Sport Experience

1997 ◽  
Vol 85 (2) ◽  
pp. 419-430 ◽  
Author(s):  
Athanasios Papaioannou
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Learning Goals ◽  
Learning Orientation ◽  
Perceived Learning ◽  
Physical Competence ◽  
School Students ◽  
Perceived Importance

This study examined differences in students' motivation in Greek physical education classes depending on age and amount of experience in sport and the extent to which these differences reflected divergent perceptions of competence and classes' motivational climate. 1,393 students responded to questionnaires measuring motivational climate, perceived competence, preference for challenge, interest in the lesson, and perceived importance of the lesson. Students who were not involved in out-of-school sport activities had lower scores on perceived physical competence, perceived learning orientation of the class, preference for challenge, interest in the lesson, and perceived importance of the lesson than students who were involved in organized sport. These differences in students' motivations decreased when scores on perceived learning goals and perceived physical competence were adjusted. Senior high school students (16 yr. old) were much less motivated than junior students (13 yr. old), but these differences were decreased or eliminated when scores on perceived learning orientation were controlled. These results suggest that to increase all students' motivation in physical education, a strong emphasis on personal progress should be adopted.

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.

The Roles of Perceived Teacher Support, Motivational Climate, and Psychological Need Satisfaction in Students’ Physical Education Motivation

2008 ◽  
Vol 30 (2) ◽  
pp. 222-239 ◽  
Author(s):  
Anne Cox ◽  
Lavon Williams
Keyword(s):  
Physical Education ◽  
Student Motivation ◽  
Teacher Support ◽  
Structural Equation ◽  
Perceived Competence ◽  
Need Satisfaction ◽  
Equation Modeling ◽  
Negative Role ◽  
Perceived Teacher Support ◽  
The Relationship

Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education.

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 Perceived Motivational Climates and Doping Intention in Adolescent Athletes: The Mediating Role of Moral Disengagement and Sportspersonship

2021 ◽  
Vol 12 ◽  
Author(s):  
Lu Guo ◽  
Wei Liang ◽  
Julien S. Baker ◽  
Zhi-Xiong Mao
Keyword(s):  
Structural Equation ◽  
Moral Disengagement ◽  
Motivational Climate ◽  
Equation Modeling ◽  
Adolescent Athletes ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Small Effect Size ◽  
Motivational Climates ◽  
Perceived Motivational Climate

Doping is an important issue in competitive sports and poses potentially irreversible consequences to athletes. Understanding the psychological process underlying antecedents and doping intention will inform policy and prevention. This study aimed to test the psychosocial mechanisms of doping in adolescent athletes using an integrated model. In this model, we examined the associations of perceived motivational climate (i.e., task-involving and ego-involving), moral variables (i.e., moral disengagement and sportspersonship), and attitudinal variables (i.e., perceived pros/cons of doping and perceived cons of not doping) with doping intention. We further investigated whether the moral variables mediated the relationship between perceived motivational climate and doping intention. A cross-sectional survey was employed in the present study. Six hundred and fifteen Chinese adolescent athletes (mean age = 15.68 ± 1.67 years) completed questionnaires measuring demographic information and the variables mentioned previously. Structural equation modeling showed that the hypothesized model had a good fit and explained 64.1% of the variance in doping intention. Task-involving motivational climate indicated both directly and indirectly negative associations with doping intention via sportspersonship. The ego-involving motivational climate was positively associated with doping intention via moral disengagement. Among perceived pros/cons of doping and perceived cons of not doping, both perceived cons of doping and cons of not doping were positively associated with doping intention with a small effect size. This study confirmed the roles of tasking- and ego-involving motivational climates, moral variables, and attitudinal variables on doping intention. These research findings may provide new insights for the future of intention-based doping prevention programmes.

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