A Test of Multiple Achievement Goal Benefits in Physical Education Activities

Thomas, Jennifer; Barron, Kenneth E.

doi:10.1080/10413200600653527

Cited by 12 publications

(8 citation statements)

References 35 publications

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“…Interestingly, fostering a learning motivational climate does not necessarily reduce perceptions of performance climate (Barkoukis et al, 2008). This is consistent with recent theoretical developments on AGT suggesting the adoption of multiple goals (Pintrich, 2000;Thomas & Barron, 2006). Education practitioners are therefore advised a) to emphasize learning-oriented outcomes such as focusing on personal goals and competence with the tasks and practices during lessons and b) play down the adoption of performance-related reasons for participation by removing emphasis on peer comparison and removing tangible rewards for performance achievements.…”

Section: Discussionsupporting

confidence: 86%

The trans-contextual model: perceived learning and performance motivational climates as analogues of perceived autonomy support

Barkoukis

Hagger

2012

Eur J Psychol Educ

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The trans-contextual model of motivation (TCM) proposes that perceived autonomy support in physical education (PE) predicts autonomous motivation within this context, which, in turn, is related to autonomous motivation and physical activity in leisure-time. According to achievement goal theory perceptions of learning and performance motivational climate in PE can also affect autonomous motivation in PE. The purpose of the present study was to examine the influence of an integrated approach of perceptions of motivational climate in PE by incorporating aspects of perceptions of motivational climate from achievement goal frameworks on autonomous motivation in PE within the TCM. High school students (N=274) completed self-report measures of perceived autonomy support, perceived learning and performance motivational climate and autonomous motivation in PE. Follow-up measures of autonomous motivation in a leisure-time context were taken along with measures of attitudes, subjective norms, perceived behavioural control, and intentions from the theory of planned behaviour one week later. Self-reported physical activity behaviour was measured five weeks later. The results of the path analyses indicated that perceived learning climate was the strongest predictor of autonomous motivation in PE and leisure-time contexts and mediated the effect of perceived autonomy support on autonomous motivation in PE. Perceived performance climate showed no significant effect on autonomous motivation in PE and leisure-time. Results also confirmed the premises of TCM regarding the effect of autonomous motivation in leisure-time on leisure-time physical activity and the mediating role of the planned behaviour theory variables.

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Section: Discussionsupporting

confidence: 86%

The trans-contextual model: perceived learning and performance motivational climates as analogues of perceived autonomy support

Barkoukis

Hagger

2012

Eur J Psychol Educ

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“…Perceived Motivational Climate in Exercise Questionnaire -English version (PMCEQp). This questionnaire was developed by Thomas and Barron (2006) and consists of an adaptation of the Perceived Motivational Climate in Sport Questionnaire (Seifriz, Duda, & Chi, 1992;Walling, Duda, & Chi, 1993). The PMCEQp consists of 10 items, to which the participant responds on a Likert scale with 5 response alternatives, ranging from "Strongly Disagree" (1) to "Strongly Agree" (5).…”

Section: Instrumentsmentioning

confidence: 99%

Motivational climate, goal orientation and exercise adherence in fitness centers and personal training contexts

Klain

Cid

Matos

et al. 2014

Motriz: rev. educ. fis.

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This study was conducted to analyze the relationships hypothesized by the Achievement Goal Theory in predicting adherence to exercise. The study participants were 405 individuals exercising in fitness centers with a mean age of 35 years (SD = 17) and 183 individuals exercising with personal trainers with a mean age of 43 years (SD = 16), that answered the Portuguese versions of the Goal Orientation in Exercise Measure and Perceived Motivational Climate in Exercise Questionnaire. The hypothesized structural equation model showed that the mastery motivational climate had a positive impact on task orientation goals, which in turn had a positive impact on exercise adherence. However, performance motivational climate had a positive impact on ego orientation goals, which in turn had a negative impact on exercise adherence.

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“…In this study, we examine two such outcomes: School engagement and achievement. With respect to engagement, the importance of perceived goal structures has been established in the goal literature (Thomas & Barron, ; Wang & Holcombe, ; Wolters, ). There appears to be a positive association between a school's mastery structure and students' engagement, but mixed findings with respect to performance structures.…”

Section: Introductionmentioning

confidence: 99%

Personal best (PB) goal structure, individual PB goals, engagement, and achievement: A study of Chinese‐ and English‐speaking background students in Australian schools

Martin

Collie

Mok

et al. 2015

Brit J of Edu Psychol

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A Test of Multiple Achievement Goal Benefits in Physical Education Activities

Cited by 12 publications

References 35 publications

The trans-contextual model: perceived learning and performance motivational climates as analogues of perceived autonomy support

The trans-contextual model: perceived learning and performance motivational climates as analogues of perceived autonomy support

Motivational climate, goal orientation and exercise adherence in fitness centers and personal training contexts

Personal best (PB) goal structure, individual PB goals, engagement, and achievement: A study of Chinese‐ and English‐speaking background students in Australian schools

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