Achievement goal profiles in school physical education: Differences in self‐determination, sport ability beliefs, and physical activity

Wang, John; Chatzisarantis, Nikos L. D.; Spray, Christopher M.; Biddle, Stuart J. H.

doi:10.1348/000709902320634401

Cited by 139 publications

(135 citation statements)

References 37 publications

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“…I gained three profiles: internal, combined and external motivated. This kind of classification or categorization is more similar with other findings of researches dedicated to this phenomenon (Biddle & Wang, 2003;Boiché et al, 2008;Wang, Chatzisarantis, Spray, & Biddle 2002). After statistical crossing of these profiles with accomplishment of students in PE classes, it seems that none of these profiles is followed with differences in PE marks (Table 4), but they significantly influence if students will play sports or not (Table 5) as also how students will evaluate school (Table 6).…”

Section: Discusionsupporting

confidence: 82%

Motivacija Učenika Za Sport I Njihovo Vrednovanje Škole

Suzić¹

2011

sgia

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SUMMARYIn this survey a sample of 312 students of primary school aged 8 -14 years was used to test the hypothesis if the motivational profile predetermines sport activities and a success in Physical Education (PE) classes. After a factorisation and crossing of the components of external and internal motivation, the author extracted three motivational profiles of actors in sports activities: internal motivated, joint motivated and external motivated. It turned out that these profiles significantly determine if the kids will play sports, but yet not significantly on their success in PE. These findings are not in favour of PE and they show the need for teachers to try to reduce external, and support the internal student's motivation. Significant finding of this survey is also the fact that as older they get the positive evaluation and experience of school is dropping down. This is especially important if we have in mind that by factorization is determined that for the students the first by its importance in PE is the enjoyment and self-improvement, and that two negative motivational factors are right after them. Besides significant findings, this survey offers some new dilemmas for further research and study.

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Section: Discusionsupporting

confidence: 82%

Motivacija Učenika Za Sport I Njihovo Vrednovanje Škole

Suzić¹

2011

sgia

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“…Although individuals can have high levels of both sets of beliefs, it appears that if incremental belief is dominant, the negative effects of entity-related beliefs will be minimized (Spray et al, 2006). These relationships between ability related beliefs and self-determined motivation were previously identifi ed in two studies that used a motivational profi le approach (Wang & Biddle, 2001;Wang et al, 2002). Each study found that the self-determined and highly motivated groups demonstrated a stronger incremental-related belief toward ability while the unmotivated group showed lower incremental beliefs and higher entity-related beliefs.…”

Section: Structural Equation Modelmentioning

confidence: 95%

“…In the sports domain, motivational profi le research (e.g., Wang & Biddle, 2001;Wang, Chatzisarantis, Spray, & Biddle, 2002) and cross-sectional studies (Jourden, Bandura, & Banfi eld, 1991;Li, Lee, & Solmon, 2005;Moreno, González-Cutre, Martín-Albo, & Cervelló, 2010) have found that incremental beliefs about ability are more strongly associated with greater self-determination and with more positive consequences (effort, satisfaction, intention to be physically active), while entity-related beliefs tend to be associated positively with more negative consequences (amotivation, anxiety and low participation in sports and physical activities) and negatively with intrinsic motivation. Furthermore, those who do physical activity with an entity based belief in their ability to maintain an appearance of competence and have fi xed concepts are more likely to choose easy, low-effort tasks which they can achieve easily so they can be seen as able by those around them (Dweck & Bempechat, 1983).…”

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confidence: 99%

Conceptions of ability and self-determined motivation in young Spanish athletes

Murcia

Gimeno

Galindo

et al. 2014

Psicol. Reflex. Crit.

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This investigation examined the relationship between implicit ability beliefs and self-determined motivation. The sample was comprised of 775 young athletes between the ages of 12 and 17 competing at national level in Spain. The participants completed the Spanish version of the Conceptions of the Nature of Athletic Ability Questionnaire (CNAAQ-2) and the Sport Motivation Scale (SMS). The results revealed a positive and signifi cant correlation between stable ability beliefs and learning ability, and between self-determined motivation and perceived sports ability. To the contrary, stable entity beliefs were negatively correlated with self-determined motivation. Competitiveness in sports was signifi cantly predicted by self-determined motivation, and the latter, in its turn, was positively predicted by learning belief and negatively by stable entity beliefs.

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“…In sport, exercise, and physical education contexts, research has dealt with the development and examination of construct validity of instruments that measure intrinsic motivation and internalization. A number of studies have also examined relationships between measures of PLOC and Nicholls ' (1984) achievement goals theory (Biddle, Soos, & Chatzisarantis, 1999;Goudas, Biddle, & Fox, 1994;Ntoumanis 2001b;Wang, Chatzisarantis, Spray, & Biddle, 2002).…”

Section: Applications In Sport Exercise and Physical Educationmentioning

confidence: 99%

A Meta-Analysis of Perceived Locus of Causality in Exercise, Sport, and Physical Education Contexts

Chatzisarantis

Hagger

Biddle

et al. 2003

Journal of Sport and Exercise Psychology

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227

123

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The present article conducts a meta-analytic review of the research adopting the perceived locus of causality in the contexts of sport, exercise, and physical education. A literature search of published articles identified three main research foci: (a) the development of instruments that assess perceived locus of causality; (b) examination of the construct validity of perceived locus of causality by investigating the relevance of the self-determination continuum as well as by using antecedents (e.g., perceived competence) and outcomes (e.g., intentions); and (c) integration of Nicholls' (1984) concepts of task and ego orientation with perceived locus of causality. A meta-analysis using 21 published articles supported the existence of a self-determination continuum from external regulation to introjection and identification. In addition, path analysis of corrected effect sizes supported the mediating effects of perceived locus of causality on the relationship between perceived competence and intentions. Results are discussed with reference to the assumptions of self-determination theory, Vallerand's (1997) hierarchical model of intrinsic/extrinsic motivation, and theories of behavioral intentions.

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Achievement goal profiles in school physical education: Differences in self‐determination, sport ability beliefs, and physical activity

Abstract: High motivation towards physical activity is characterised by high task and high ego orientation, and high perceived competence. With only 38% of this group being girls, interventions are required to boost motivation for girls based on goal and self-determination approaches.

Cited by 139 publications

References 37 publications

Motivacija Učenika Za Sport I Njihovo Vrednovanje Škole

Motivacija Učenika Za Sport I Njihovo Vrednovanje Škole

Conceptions of ability and self-determined motivation in young Spanish athletes

A Meta-Analysis of Perceived Locus of Causality in Exercise, Sport, and Physical Education Contexts

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