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 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 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 Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China

2020 ◽  
Author(s):  
Ruzhuan Chen ◽  
Lijuan Wang ◽  
Bingnan Wang ◽  
Yulan Zhou
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Autonomy Support ◽  
Structural Equation ◽  
Vigorous Physical Activity ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
School Students

Abstract Background: On the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods: Participants consisted of 1,186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship.Results: SEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons.Conclusion: These findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

scholarly journals Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Ruzhuan Chen ◽  
Lijuan Wang ◽  
Bingnan Wang ◽  
Yulan Zhou
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Autonomy Support ◽  
Structural Equation ◽  
Vigorous Physical Activity ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
School Students

Abstract Background On the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods Participants consisted of 1186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship. Results SEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons. Conclusion These findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

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.

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.

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