This study investigates the relationship between students' perceptions of the social structure in the classroom and perceptions of the motivational climate among 1171 Norwegian eighth-grade students from 65 school classes. A multilevel approach was implemented to investigate relationships at the individual level as well as at the class level. Results showed that perceptions of motivational climates varied considerably more within than between school classes, as well as a general trend for students to perceive the motivational climate to be more mastery than performance oriented. Moreover, emphatic teacher involvement yielded the strongest positive association with perceptions of a mastery motivational climate, as well as the strongest negative association with perceptions of a performance motivational climate. Besides, a mastery motivational climate was also found to be associated with a certain amount of student influence, whereas the final aspect of social structure investigated, regulation, showed relatively weaker associations with students' perceptions of motivational climate.
The present study investigates the characteristics of sportspersonship in elite handball. Results revealed a negative relationship between observed behaviour and the criteria for sportspersonship as presented by Vallerand and Losier (1994). This was especially evident with regard to players' respect for officials, rules and opponents. Primarily ego-oriented goal perspectives were identified as making a reduction in sportspersonship evident. Moreover, social expectations significantly influenced players' attitudes and their social, moral behaviour. In this respect the coach proved to be a major source of influence, especially on the less experienced younger players. Sportspersonship was primarily dependent on the subjective measurements of utility, which predisposed the players to act out of self-interest (egoistic) and the interests of their team (tribalistic). Consistent with previous research presented by Vallerand, et al. (1997a), the results in general underscore the influence of the social context on moral behaviour in team sports.
This study investigates the relationship between perceived motivational climates and self-reported emotional and behavioural problems (EBP: symptoms of depression, lack of on-task-orientation and disruptive behaviour), among 1171 Norwegian 8th grade secondary school students from 65 school classes. Statistical analyses showed significant associations between scores for motivational climates and EBP. Generally, perceptions of a mastery climate were associated with less reported EBP, whereas, on the other hand, perceptions of a performance climate were associated with more reported EBP. However, associations were relatively moderate and primarily identified at the individual level. The highest amount of variance was accounted for in scores for on-task-orientation, and for this variable a significant class-level association with scores for mastery climate was also computed.Keywords depression, disruptive behavior, motivational climate, on-task orientationThe purpose of this study is to examine how motivational climates are associated with emotional and behavioural problems (EBP) in school classrooms.
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