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.

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 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 Inteligencia emocional y motivación en educación física en secundaria (Emotional Intelligence and Motivation in Secondary Physical Education)

Retos ◽  
2015 ◽  
pp. 8-13 ◽  
Author(s):  
Elisa Cera Castillo ◽  
Bartolomé Almagro ◽  
Cristina Conde García ◽  
Pedro Sáenz-López Buñuel
Keyword(s):  
Emotional Intelligence ◽  
Secondary Education ◽  
Physical Education ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Self Determination ◽  
Perceived Motivational Climate ◽  
Mood Scale ◽  
The Relationship

La motivación y la inteligencia emocional aparecen como dos importantes aspectos de la educación de los jóvenes, cuya relación en Educación Física ha sido poco estudiada. Bajo la teoría de la autodeterminación, el estudio analizó las relaciones existentes entre la inteligencia emocional (IE) y la motivación de los estudiantes en las clases de Educación Física (EF). Se utilizó una muestra de 170 estudiantes pertenecientes al primer ciclo de Educación Secundaria Obligatoria (E.S.O) de un centro de Gibraleón (Huelva). Los instrumentos empleados fueron: la versión española del Trait Meta-Mood Scale (TMMS), una adaptación para EF del Cuestionario de Clima Motivacional Percibido (PMCSQ-2), el Cuestionario de Necesidades Psicológicas Básicas (BPNS), y la Escala del Locus Percibido de Causalidad (PLOC). Los resultados del análisis de correlación mostraron relaciones entre las variables clima motivacional, necesidades psicológicas y motivación en línea con la teoría de la autodeterminación. Los factores de la IE percibida correlacionaron con el clima motivacional, con algunas necesidades psicológicas y con las diferentes formas de motivación, aunque con un coeficiente de correlación bajo. Por su parte, se destaca que en los análisis de regresión la claridad emocional predijo positivamente la regulación introyectada. Son necesarios más estudios que permitan profundizar en esta relación.Palabras clave. Inteligencia Emocional, Motivación, Educación Secundaria Obligatoria, Educación Física.Abstract. Motivation and emotional intelligence appear as two important aspects of education of young people, whose relationship in Physical Education is an understudied topic. Based on the Self-Determination Theory, the study analyzed the relationship between emotional intelligence and motivation in physical education students. A sample of 170 students from the first cycle of compulsory secondary education in Gibraleón (Huelva) was used. The instruments used were: the Trait Meta-Mood Scale (TMMS), the Perceived Motivational Climate Questionnaire (PMCSQ-2), the Basic Psychological Needs Questionnaire (BPNS) and the Perceived Locus of Causality Scale (PLOC). The results of correlation analysis showed relationships between motivational climate, psychological needs and motivation in line with Self-Determination Theory. The three dimensions of emotional intelligence (Attention, Clarity, and Mood Repair) correlated with perceived motivational climate, with some psychological needs and the different forms of motivation, although with a low correlation coefficient. The regression analysis showed that emotional clarity predicted positively the introjected regulation. Further studies are necessary to enable us to deepen our understanding of the relationship between emotional intelligence and motivation in PE classes.Keywords. Emotional Intelligence, Motivation, Secondary Education, Physical Education

scholarly journals The Relationship Between Empowering Motivational Climate in Physical Education and Social Responsibility of High School Students: Chain Mediating Effect Test

2022 ◽  
Vol 12 ◽  
Author(s):  
Ke-lei Guo ◽  
Qi-shuai Ma ◽  
Shu-jun Yao ◽  
Chao Liu ◽  
Zhen Hui
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Social Responsibility ◽  
Self Efficacy ◽  
Motivational Climate ◽  
Mediating Effect ◽  
School Students ◽  
Interpersonal Disturbance ◽  
General Self Efficacy

Objective: This study aimed to contribute to understanding the mechanisms underlying the association between empowering motivational climate in physical education and social responsibility among high school students, and have important implications for interventions aimed at improving social responsibility among high school students.Methods: Through the quota sampling, 802 students (average age = 17 years, SD = 0.97 years) that complied with the requirements were surveyed from Anhui Province in China. Empowering motivational climate in physical education, social responsibility, interpersonal disturbance, and general self-efficacy were assessed using standard scales. For data analysis, Pearson’s correlation analysis, structural equation model test, and bias-corrected percentile Bootstrap method were carried out in turn.Results: (1) Common method biases can be accepted in this study, and the correlation among empowering motivational climate in physical education, social responsibility, interpersonal disturbance, and general self-efficacy are all significant; (2)Empowering motivational climate in physical education, interpersonal disturbance and general self-efficacy can all predict social responsibility significantly; (3) Structural equation modeling indicates good fit: χ2/df = 2.86, RMESA = 0.068, CFI = 0.92, NNFI = 0.91, NFI = 0.90, GFI = 0.93. It indicates that interpersonal disturbance and general self-efficacy can play mediating roles between empowering motivational climate in physical education and social responsibility, respectively. After that, interpersonal disturbance as well as general self-efficacy in turn plays the chain mediating effect in the relationship between empowering motivational climate in physical education and social responsibility. The effect size of the mediating effect of interpersonal disturbance and general self-efficacy in the relationship between empowering motivational climate in physical education and social responsibility is 0.048 and 0.148, respectively, and the effect size of the chain mediating effect is 0.031.Conclusion: Empowering motivational climate in physical education not only has a direct effect on social responsibility among high school students, but also influences social responsibility by the chain mediating effect of interpersonal disturbance and general self-efficacy.

Relations of Perceived Motivational Climate and Feelings of Belonging in Physical Education in Urban Schools

2007 ◽  
Vol 105 (2) ◽  
pp. 386-390 ◽  
Author(s):  
Paul M. Wright ◽  
Weidong Li ◽  
Sheng Ding
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Urban Schools ◽  
Motivational Climate ◽  
Social Emotional ◽  
School Students ◽  
Emotional Outcomes ◽  
Perceived Motivational Climate ◽  
The Relationship ◽  
Social Emotional Outcomes

The current pilot study examined the relationship between feelings of belonging and perceptions of motivational climate in physical education classes among 87 African-American, inner-city high school students (41 boys, 46 girls). Motivational climate was assessed by the Perceived Motivational Climate Questionnaire and feelings of belonging were assessed by the Belonging Scale. Contrary to the hypothesis, scores for both the task- and ego-involved subscales of the Perceived Motivational Climate Questionnaire had moderate positive correlations with scores on the Belonging Scale, indicating the relationship between these specific motivational climates and social-emotional outcomes in physical education is not clear and direct. Further research is warranted to assess these findings and to identify what experiences and instructional strategies are most effective in promoting social-emotional outcomes in physical education in urban schools.

scholarly journals The Influence of Management on Teacher Well-Being and the Development of Sustainable Schools

2021 ◽  
Vol 13 (5) ◽  
pp. 2909
Author(s):  
Esther Pagán-Castaño ◽  
Javier Sánchez-García ◽  
Fernando J. Garrigos-Simon ◽  
María Guijarro-García
Keyword(s):  
Resource Management ◽  
Human Resource Management ◽  
Human Resource ◽  
Negative Impact ◽  
Well Being ◽  
Structural Equations ◽  
Mediating Effect ◽  
Educational Performance ◽  
And Performance ◽  
The Relationship

Teaching is one of the professions with the highest levels of stress and disquiet at work, having a negative impact on teachers’ well-being and performance. Thus, well-being is one of the priorities in human resource management (HRM) in schools. In this regard, this paper studies the relationship between HRM, well-being and performance, observing the incidence of leadership and innovation in these relationships. The objective is to measure the extent to which it is necessary to encourage sustainable environments that promote the well-being of teachers and, by extension, students. The study used the methodology of structural equations and a sample of 315 secondary school teachers. The work validates the influence of leadership by example and information management on HRM and performance. In addition, we confirm the significant effect of human resource management on educational performance. The relationship is observed both directly and through the mediating effect on the improvement of well-being. On the other hand, the positive influence of innovation on performance, both in schools and in the classrooms, is reaffirmed. These results suggest the need to zero in on the human resources policies in schools linked to the improvement of teacher well-being and educational performance. They also highlight the role of school and classroom innovation as a key element in maintaining educational quality.

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