The role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in Physical Education     

Luis García-González  Javier Sevil-Serrano  Angel Abós  Nathalie Aelterman  Leen Haerens 《Physical Education & Sport Pedagogy》2019,24(4):344-358

Background: A distinction is made in Achievement Goal Theory (AGT) between task-oriented (i.e. effort, intra-individual progress, and self-comparison) and ego-oriented (i.e. inter-individual progress and normative comparison) climates. Combining insights from AGT and Self-Determination Theory (SDT), studies in the PE context have shown that a task-oriented climate positively relates to need satisfaction, although the findings regarding the motivating role of an ego-oriented climate are inconsistent. Moreover, little is known about the role of task- or ego-oriented climates in explaining experiences of basic psychological need frustration.

Purpose: Grounded in AGT and SDT, the aim of the present study was to examine if experiences of basic psychological need satisfaction and need frustration can explain why task- and ego-oriented climates elicit positive and negative motivational outcomes in PE, respectively.

Research design: Cross-sectional study.

Method: A sample of 524 secondary school students (51.1% boys, M_age?=?14.51; SD?=?1.81) from five different secondary schools participated in this study. Students reported on their perceptions of task- and ego-oriented climates, motivational regulations, basic psychological need satisfaction, and need frustration, as well as positive and negative outcomes in PE. Structural equation modeling was used to investigate our objective.

Results: We found that a task-oriented climate had a strong and positive relationship with basic psychological need satisfaction, eliciting a bright pathway to autonomous motivation and affective attitude. An ego-oriented climate was positively related to basic psychological need frustration, eliciting a dark pathway to amotivation and boredom. A negative cross-path from task-oriented climate to basic psychological need frustration was also found, while no significant cross-paths were found from ego-oriented climate to basic psychological need satisfaction.

Conclusions: This study provides a better understanding of the mechanisms that explain why task- and ego-oriented climates shape students’ motivational experiences in PE lessons. It is suggested that a task-oriented climate elicits a bright pathway towards more optimal functioning, because it fosters experiences of need satisfaction and buffers against experiences of need frustration. In contrast, an ego-oriented climate is primarily positively related to feelings of need frustration and negative motivational outcomes. Practical implications for PE teacher training are discussed.  相似文献   

Learner self-efficacy,goal orientation,and academic achievement: exploring mediating and moderating relationships     

Toni Honicke  Matthew Fuller-Tyszkiewicz 《高等教育研究与发展》2020,39(4):689-703

ABSTRACT

Within the context of Pintrich’s self-regulated learning model, recent reviews of the literature show that motivational factors are the strongest predictors of academic performance. Even so, gaps remain in terms of which goal orientation constructs area most strongly related to performance, and whether academic self-efficacy is involved in such relationships, either as mediator or moderator. This study addresses these gaps using a sample of 478 university students; 409 females aged 17–62 (M?=?23.28, SD?=?7.22) and 69 males, aged 18–47 (M?=?22.5, SD?=?6.31). Analyses revealed that academic self-efficacy (ASE) mediated relationships between both mastery and performance-approach goal orientation with achievement, though the mediation effect was larger for the relationship involving mastery approach goal orientation. ASE did not moderate the relationship between performance-approach goal orientation and achievement. Findings suggest teaching programmes should foster learning environments that encourage persistence and effort when learning, and consider how course delivery and feedback can enhance academic self-efficacy, regardless of the goal orientation adopted by students.  相似文献   

基于三维目标的无机化学课程改革与实践     

苑丽质 《廊坊师范学院学报(自然科学版)》2014,(3):123-124

基于无机化学课程教学现状和“三维目标”的新要求,从教学内容、教学方式方法和考核评价方式三个方面,简要分析了无机化学课程改革的措施,以此来培养学生的知识与技能、过程与方法、情感态度与价值观,为后续专业课程学习奠定基础.  相似文献   

论灾后教育重建的阶段性评价——一种教育发展的理论分析     

袁飞 《青岛职业技术学院学报》2011,24(3):44-47

汶川地震至今,灾后社会重建工程如火如荼进行。教育重建是灾后社会生活重建的重要部分,不仅要恢复到灾前水平,更要达到一种可持续发展的状态和目标。对灾后教育重建的阶段性评价应当着眼于两方面:一是教育重建目标定位的发展性程度,包括教育重建的数量、规模以及教育重建的质量;二是教育生活重建与社会生活重建的相关性程度,即教育生活重建对社会生活重建的示范和引领程度。  相似文献   

对黄潇潇2008年奥运会实现名次突破可能性的训练学思考     

梁法泽  王回民  侯玉灵  许世岩 《雁北师范学院学报》2007,(6)

文章从现代训练理论角度对黄潇潇在奥运会上夺得奖牌的可能性进行了分析,并据此对黄潇潇科学地确定其2008年奥运会比赛目标提出了一些训练学方面的思考,成绩高位目标是平、破53.30 s,低位目标是平、破54.10 s.黄潇潇在确定2008年奥运会竞技总目标时,重点放在“成绩目标“上;名次的高位目标是获得奖牌,低位目标是保证第5名,认为黄潇潇在专项技术、战术、体能、心理、节奏方面及对大赛的把握方面均有提高空间.  相似文献   

洛阳市渔业现状与发展对策研究     

陈万光  张耀武 《洛阳师范学院学报》2005,24(5):110-112

本文对洛阳市的渔业现状进行了分析,提出发展洛阳市渔业的基本对策。  相似文献   

基于馆校合作的美国教师教育课程探索及挑战     

付积  王牧华 《外国教育研究》2021,(2)

美国馆校合作教师教育课程是回应美国教育改革要求、变革传统教师教育模式以及深化馆校合作关系等各种因素综合作用的结果。美国大学和场馆在合作中探索和开发了具有不同特色的课程模式,研究将其分为场馆在线课程模式、场馆现场课程模式以及混合课程模式三种类型,并从课程规划与设计、课程内容、授课模式、课程管理、课程评估以及课程文化等不同维度,对不同课程模式的创新进行了研究和分析。但是,馆校合作教师教育课程在可持续发展方面仍然面临许多问题和挑战:如场馆经验的制度化、稳定的资金投入以及有效的课程管理。  相似文献   

面向产出导向的机电一体化综合实训课程教学改革     

刘俨后  麻娟  张海云  田业冰 《中国现代教育装备》2021,(7):98-100

面向产出是工程教育专业认证进行培养质量评价的重要导向,对"卓越工程师计划"的实施具有积极的借鉴意义。与课堂教学相比,实习实践环节的教学模式更加灵活多样,考核和质量评价难度也较大。结合山东理工大学机械设计制造及自动化专业的"卓越工程师计划",针对机电一体化综合实训课程进行面向产出的课程目标达成评价方法研究以及与其相适应的教学改革研究。  相似文献   

创新型城市:概念模型与发展模式   总被引：37，自引：0，他引：37  

杨冬梅  赵黎明  闫凌州 《科学学与科学技术管理》2006,27(8):97-101

创新型城市是一种全新的城市发展理念和模式，是城市发展知识化的产物。在界定城市发展内涵的基础上，提出创新是城市发展高级化的主要驱动力。研究提出了创新型城市的内涵、构成要素、概念模型以及建设发展模式。  相似文献   

南通离实现基本现代化目标还有多远     

季建林 《南通职业大学学报》2011,25(1):1-5

现代化目标是由一系列指标构成,这些指标已形成国际公认标准。一个地方要实现基本现代化,必须构建出既符合国际标准,又有本地特色的现代化指标,由此才能找到差距,明确奋斗目标。文章通过对南通实现基本现代化指标体系构建的基本原则与内容的研究,提出了南通实现基本现代化目标的途径与方法。  相似文献