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1.
In this study, we examined the patterns of goal orientations, perceived competence, reasons for behaving well and self-reported discipline in school physical education among 511 pupils from years 8 and 9 (mean age 14.2 years). Cluster analyses were conducted on two randomly split subsamples to identify homogeneous groups of pupils on these measures of achievement motivation and discipline. Three meaningful clusters emerged for the first subsample, which were then cross-validated for the second subsample. One group of pupils revealed low scores on task and ego orientations, perceived competence and feelings of self-determination about their behaviour in lessons. These perceptions were related to lower ratings of discipline in physical education than pupils who scored more highly on these variables. The highest discipline scores were reported by pupils with high task and ego orientations, perceived competence and feelings of autonomy. The results are useful for teachers and other physical activity leaders in enhancing motivation and disciplined behaviour in young people. Promoting more self-determined reasons for being disciplined, for example, could lead to more orderly classes. 相似文献
2.
青少年体育活动中的目标定向和自我决定理论: 年龄和性别的差异 总被引：17，自引：6，他引：11
以英格兰824名初中生为调查对象,主要考察了在目标定向、行为调节、能力知觉和体育活动参与情况上的年龄和性别差异,并且采用动机变量预测校外体育活动参与情况.研究结果呈现出明显的性别差异,男生有较高的自我定向、自我决定动机和能力知觉.与此一致的结果是男生比女生更喜爱体育活动.对男生来说,自我定向、自我决定动机和能力知觉是参加体育活动的正相关预测指标,而任务定向和无动机与体育活动参与没有关系.对女生来说,任务定向和能力知觉能够积极预测体育活动参与情况,而自我定向和无动机与体育活动的参与有负相关关系. 相似文献
3.
In this study, we examined the main and interactive effects of students' goal orientations, perceived competence and perceptions of the motivational climate on the motivational styles advanced by self-determination theory. The participants were 328 British secondary school students aged 13.6 +/- 0.6 years (mean +/- s). Moderated hierarchical regression analyses revealed task orientation, perceived competence and perceptions of a mastery climate to be positive predictors of self-determined styles of motivation. Perceived competence in physical education was negatively associated with amotivation. Significant interaction effects for mastery climate x task orientation and for ego orientation x perceived competence emerged. The results indicate that: (1) for students endorsing a high task orientation, the perception that the class climate was high in mastery cues was associated with increased intrinsic motivation; and (2) for students high in ego orientation, the belief that one was competent increased, while perceptions of incompetence attenuated intrinsic motivation. Additionally, a three-way interaction between ego orientation, performance climate and perceived competence emerged. In light of achievement goal and self-determination frameworks, we propose that studying the potential interplay between both individual and situational goal perspectives and the moderating effect of perceived competence may further enhance our understanding of motivation in physical education. 相似文献
4.
In this study, we examined the main and interactive effects of students' goal orientations, perceived competence and perceptions of the motivational climate on the motivational styles advanced by self-determination theory. The participants were 328 British secondary school students aged 13.6±0.6 years (mean±s). Moderated hierarchical regression analyses revealed task orientation, perceived competence and perceptions of a mastery climate to be positive predictors of self-determined styles of motivation. Perceived competence in physical education was negatively associated with amotivation. Significant interaction effects for mastery climate×task orientation and for ego orientation×perceived competence emerged. The results indicate that: (1) for students endorsing a high task orientation, the perception that the class climate was high in mastery cues was associated with increased intrinsic motivation; and (2) for students high in ego orientation, the belief that one was competent increased, while perceptions of incompetence attenuated intrinsic motivation. Additionally, a three-way interaction between ego orientation, performance climate and perceived competence emerged. In light of achievement goal and self-determination frameworks, we propose that studying the potential interplay between both individual and situational goal perspectives and the moderating effect of perceived competence may further enhance our understanding of motivation in physical education. 相似文献
5.
Papaioannou A Bebetsos E Theodorakis Y Christodoulidis T Kouli O 《Journal of sports sciences》2006,24(4):367-382
Little information exists about the causal relationships of sport and exercise participation with goal orientations, perceived athletic competence and intrinsic motivation in physical education. A longitudinal study was conducted involving 882 Greek students who completed questionnaires on three occasions: 3 - 5 weeks into the academic year, 3 - 6 weeks before the end of the academic year, and 7 months later. The data were analysed using structural equation models, controlling for age. Task orientation and intrinsic motivation in physical education at the beginning of the academic year predicted sport and exercise participation 7 and 14 months later. Perceived athletic competence both at the beginning and end of the academic year predicted sport and exercise participation 7 and 14 months later, while ego orientation did not predict sport and exercise involvement at either time. Previous sport and exercise participation had positive effects on task orientation and perceived athletic competence 3 - 6 weeks before the end of the academic year and predicted all cognitive-affective constructs 7 months later. These results imply that the cultivation of task orientation, intrinsic motivation in physical education and perceived athletic competence will help to promote sport and exercise participation in adolescence. 相似文献
6.
Athanasios Papaioannou Evaggelos Bebetsos Yannis Theodorakis Triantafyllos Christodoulidis Olga Kouli 《Journal of sports sciences》2013,31(4):367-382
Abstract Little information exists about the causal relationships of sport and exercise participation with goal orientations, perceived athletic competence and intrinsic motivation in physical education. A longitudinal study was conducted involving 882 Greek students who completed questionnaires on three occasions: 3 – 5 weeks into the academic year, 3 – 6 weeks before the end of the academic year, and 7 months later. The data were analysed using structural equation models, controlling for age. Task orientation and intrinsic motivation in physical education at the beginning of the academic year predicted sport and exercise participation 7 and 14 months later. Perceived athletic competence both at the beginning and end of the academic year predicted sport and exercise participation 7 and 14 months later, while ego orientation did not predict sport and exercise involvement at either time. Previous sport and exercise participation had positive effects on task orientation and perceived athletic competence 3 – 6 weeks before the end of the academic year and predicted all cognitive-affective constructs 7 months later. These results imply that the cultivation of task orientation, intrinsic motivation in physical education and perceived athletic competence will help to promote sport and exercise participation in adolescence. 相似文献
7.
This study examined the relationships among social factors, individual differences, intrinsic motivation, and effort and persistence in the physical education context using cognitive evaluation theory as a framework. Female (n = 201) and male (n = 206) high school students completed measures of motivational climate, teaching style, perceived competence, self-determination, goal orientations, and intrinsic motivation. Teachers rated the students on effort and persistence in the class activities. Hypothesized relationships among the variables were tested using structural equation modeling. Results revealed that perceived competence and goal orientations directly predicted intrinsic motivation and mediated the effects of motivational climate and teaching style on intrinsic motivation. Intrinsic motivation directly predicted effort and persistence. Task goal orientation mediated the effects of learning climate on perceived competence and self-determination. The strongest predictors of intrinsic motivation and effort and persistence were task goal orientation perceived competence, and learning climate. 相似文献
8.
N Ntoumanis 《Journal of sports sciences》2001,19(6):397-409
The aim of this study was to examine the empirical links between achievement goal theory and self-determination theory in sport. Addressing theoretical and methodological limitations of previous research, the study tested the independent and interactive effects of goal orientations and perceived competence on seven motivational variables with different degrees of self-determination. Regression analyses of data collected from 247 British university students showed that task orientation predicted motivational variables with high self-determination. In contrast, ego orientation predicted motivational variables with low self-determination. Perceived competence predicted both high self-determined and low self-determined motivational variables. A significant interaction emerged between task and ego orientations in predicting external regulation. The results suggest the adaptive role of task orientation in facilitating self-determined motivation in sport. However, the findings are not conclusive, as the variance explained in most analyses was relatively small. Suggestions are offered for a more comprehensive empirical testing of the links between the two theories. 相似文献
9.
Nikos Ntoumanis 《Journal of sports sciences》2013,31(6):397-409
The aim of this study was to examine the empirical links between achievement goal theory and self-determination theory in sport. Addressing theoretical and methodological limitations of previous research, the study tested the independent and interactive effects of goal orientations and perceived competence on seven motivational variables with different degrees of self-determination. Regression analyses of data collected from 247 British university students showed that task orientation predicted motivational variables with high self-determination. In contrast, ego orientation predicted motivational variables with low self-determination. Perceived competence predicted both high self-determined and low self-determined motivational variables. A significant interaction emerged between task and ego orientations in predicting external regulation. The results suggest the adaptive role of task orientation in facilitating self-determined motivation in sport. However, the findings are not conclusive, as the variance explained in most analyses was relatively small. Suggestions are offered for a more comprehensive empirical testing of the links between the two theories. 相似文献
10.
目标定向对大学生体育锻炼内在动机的影响 总被引：3，自引：1，他引：2
以470名大学生为被试,考察目标定向对大学牛体育锻炼内在动机的影响.结果表明,任务定向、自我定向、能力感、自主感和归属感直接影响体育锻炼内在动机.此外,任务定向通过自主感和归属感变量对内在动机产生间接调节效应,自我定向通过能力感变量对内在动机产生间接调节效应. 相似文献
11.
With the assumption that domain specificity would significantly influence students' motivation, our study was designed to investigate between- and within-domain relations of task value, perceived autonomy and competence, and achievement goal orientations across physical education and mathematics. Urban adolescents (N = 273, ages 12-14 years) completed questionnaires assessing these motivational constructs in both subjects. Based on our confirmatory factor analyses and fit indexes, all motivational constructs demonstrated strong subject specificity. Strengths of associations between physical education and mathematics differed by individual motivational constructs. Within-domain interrelations of these constructs were not consistent across physical education and mathematics. Our findings suggest that domain specificity in physical education plays a significant role in students' motivation. 相似文献
12.
在高校体育中,教师必须充分理解学生参加体育锻炼的动机,才能更好地实现学校体育的目标。因此,研究主要从大学生参加体育锻炼的动机(包括各种参加体育锻炼的原因)和成就目标取向的关系作调查研究。对412名不同专业一二年级的大学生,采用体育锻炼参与动机问卷调查(PMQ;Gilletal,1983),体育任务和自我取向问卷(TEOSQ;Duda&Whitehead,1996),对大学生体育锻炼的成就动机作评价。分析显示目标取向与个体动机模式(例如团队精神,技术提高等)相关,自我取向和不同的个体动机模式上存在显著联系(如社会地位和赏识)。结果表明,大学生参加体育锻炼的动机可以通过提高目标取向而提高。 相似文献
13.
14.
根据目标定向理论和自我决定理论在理论上的相近之处,从情景和个体的角度出发,通过创造的动机气氛,进行8周的实验,来比较两种不同教学气氛下,学生的目标定向和动机水平。研究结果表明,体育教学中创造任务掌握气氛有利于学生任务定向的形成,以及体育学习内部动机的提高和缺乏动机的降低,而体育教学中自我表现气氛会降低学生体育学习的内部动机;自主需要、归属需要和能力需要是影响体育学习动机水平的重要变量。 相似文献
15.
Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants' well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas a motivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings. 相似文献
16.
Kavussanu M 《Journal of sports sciences》2006,24(6):575-588
This study examined (a) the main and interactive effects of goal orientations and perceived motivational climate on prosocial and antisocial behaviour, and (b) whether number of seasons one has played for the team interacts with motivational climate in predicting prosocial and antisocial behaviour in association football. Participants were 325 male association football players, whose age ranged from 12 to 17 years. Athletes completed questionnaires measuring frequency of prosocial and antisocial behaviours in football, goal orientation, motivational climate and social desirability, and indicated the number of seasons they had played for their current team. Regression analyses revealed that task orientation and mastery climate were positive predictors of prosocial behaviour, whereas ego orientation and performance climate were positive predictors of antisocial behaviour. In addition, task orientation negatively predicted antisocial behaviour, while ego orientation negatively predicted prosocial behaviour. No significant interactions between task and ego orientation and mastery and performance motivational climate were found. Finally, mastery climate negatively predicted antisocial behaviour for those who had played many seasons for the team. In conclusion, strengthening task orientation and mastery climate and weakening ego orientation may enhance prosocial behaviour. However, for antisocial conduct to be eliminated from the context of association football, ego orientation and performance climate need to be tempered, as these constructs exert unique independent effects on antisocial behaviour. 相似文献
17.
Maria Kavussanu 《Journal of sports sciences》2013,31(6):575-588
Abstract This study examined (a) the main and interactive effects of goal orientations and perceived motivational climate on prosocial and antisocial behaviour, and (b) whether number of seasons one has played for the team interacts with motivational climate in predicting prosocial and antisocial behaviour in association football. Participants were 325 male association football players, whose age ranged from 12 to 17 years. Athletes completed questionnaires measuring frequency of prosocial and antisocial behaviours in football, goal orientation, motivational climate and social desirability, and indicated the number of seasons they had played for their current team. Regression analyses revealed that task orientation and mastery climate were positive predictors of prosocial behaviour, whereas ego orientation and performance climate were positive predictors of antisocial behaviour. In addition, task orientation negatively predicted antisocial behaviour, while ego orientation negatively predicted prosocial behaviour. No significant interactions between task and ego orientation and mastery and performance motivational climate were found. Finally, mastery climate negatively predicted antisocial behaviour for those who had played many seasons for the team. In conclusion, strengthening task orientation and mastery climate and weakening ego orientation may enhance prosocial behaviour. However, for antisocial conduct to be eliminated from the context of association football, ego orientation and performance climate need to be tempered, as these constructs exert unique independent effects on antisocial behaviour. 相似文献
18.
Nalda Wainwright Jackie Goodway Margaret Whitehead Andy Williams David Kirk 《Physical Education & Sport Pedagogy》2018,23(4):431-444
Background: The Foundation Phase in Wales is a play-based curriculum for pupils aged 3–7 years old. Children learn through more holistic areas of learning in place of traditional subjects. As such, the subject of physical education in its traditional form no longer exists for pupils under the age of 7 in Wales. In light of the role of physical education in developing physical literacy and in particular the importance of this age group for laying the foundations of movement for lifelong engagement in physical activity, the disappearance of physical education from the curriculum could be deemed to be a concern.Purpose: The purpose of this study was to explore the Foundation Phase as a naturalistic intervention and examine its contribution to the development of physical literacy.Participants and setting: Participants included year 1 pupils (N?=?49) aged 5 and 6 from two schools in contrasting locations. A smaller group within each class was selected through purposive sampling for the repeated measures assessments (N?=?18).Research design and methods: A complementarity mixed-method design combined quantitative and qualitative methods to study the Foundation Phase as a naturalistic intervention. Quantitative data were generated with the Test of Gross Motor Development-2 administered to the sample group of children from both schools as a quasi-repeated measure, the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance and the Leuven Involvement Scale for Young Children. Qualitative data were generated throughout the study from the analysis of video and field notes through participant observation. Data from the mixed methods were analysed through complementarity to give a rich insight into pupils’ progress and experiences in relation to physical literacy.Results: Overall analysis of the data from TGMD-2 showed significant improvements in the Gross Motor Quotient and Locomotor skills from T1 to T3, but no significant improvement in object control. Data from qualitative methods were analysed to explore processes that may account for these findings. Video and field notes complement the quantitative data highlighting that children were developing their locomotor skills in many aspects of their learning. Observations using the Leuven Involvement Scale indicated that children had high levels of involvement in their learning and apparent in video and field notes was pupils’ motivation for movement. Paired sample t-tests (N?=?18) conducted on the Harter and Pike perceived physical competence six-item score subscales (T1 and T3) indicated a significant difference in the mean perceived physical competence scores on the six-item scale between T1and T3. Qualitative data explored pupils’ confidence for movement in many areas of learning.Conclusion: The combination of quantitative and qualitative data indicates that the Foundation Phase is an early childhood curriculum that lays the foundations of physical literacy with the exception of aspects of the physical competence, specifically object control skills. Although these skills only contribute to psychomotor aspects of physical literacy they are strongly associated with later engagement in physical activity. The development of specific physical skills such as object control skills may need more specialist input with early childhood pedagogy teachers trained in motor development to see significant improvements. 相似文献
19.
The present study was designed to examine the influence of personal (i.e., social goal orientations or definitions of success that include interpersonal relationships) and situational (i.e., peer influence) factors on decisions surrounding unsportsmanlike play. Middle school students (ages 11-15 years) completed a measure to assess task, ego, and social goal orientations. Participants also read scenarios about unsportsmanlike actions and responded to questions tapping the intention to perform those actions. A series of hierarchical regression analyses revealed that in certain peer contexts, social goal orientations influenced unsportsmanlike play responses above and beyond the contribution of task and ego goal orientations. Results varied/for boys and girls and provide support far including social goal orientations in achievement motivation research in the physical domain. 相似文献
20.
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. 相似文献