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 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

Effect of Manipulating Positive and Negative Feedback on Goal Orientations, Perceived Motivational Climate, Satisfaction, Task Choice, Perception of Ability, and Attitude toward Physical Education Lessons

2007 ◽  
Vol 105 (1) ◽  
pp. 67-82 ◽  
Author(s):  
J. Viciana ◽  
E. M. Cervelló ◽  
J. Ramírez-Lechuga
Keyword(s):  
Physical Education ◽  
Goal Orientation ◽  
Negative Feedback ◽  
Positive Feedback ◽  
Goal Orientations ◽  
Motivational Climate ◽  
Feedback Group ◽  
Treatment Conditions ◽  
Perceived Motivational Climate ◽  
Effects Of Feedback

This study examined the effect of different types of feedback on goal orientation, perception of motivational climate, satisfaction, and boredom in physical education (PE) classes, pupils' preferences for challenging versus easy tasks, pupils' attitudes towards PE lessons, and perception of gymnastic ability. 95 subjects in three treatment conditions (positive feedback, negative feedback, and both feedback types) participated in 14 lessons and completed pre- and postintervention measures. Results showed that subjects in the positive feedback group had significantly higher scores on learning-oriented motivational climate and enjoyment than the subjects of the negative feedback group. The negative feedback group reported higher scores on performance-oriented motivational climate than the positive feedback group. Results also showed that subjects in the group receiving both types of feedback had lower scores on learning-oriented motivational climate, higher scores on enjoyment than the negative feedback group, and lower scores on boredom than the positive feedback group. The effects of feedback on physical education students' motivation are discussed.

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.

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.

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 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.

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