Development of scales to measure perceived physical education class climate: a cross‐national project

Biddle, Stuart J. H.; Cury, François; Γούδας, Μάριος; Sarrazin, Philippe; Famose, Jean-Pierre; Durand, Marc

doi:10.1111/j.2044-8279.1995.tb01154.x

Cited by 104 publications

(92 citation statements)

References 6 publications

(8 reference statements)

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“…All structural models were estimated using maximum likelihood techniques within the EQS 5.1 program (4). Although maximum likelihood is based on the assumption that variables are normally distributed, there is growing evidence that it performs well under a variety of non-optimal 6 Escartí and Gutiérrez conditions, including ordinal variables, leading to approximately correct point estimates of parameters (14,29).…”

Section: Discussionmentioning

confidence: 99%

Influence of the motivational climate in physical education on the intention to practice physical activity or sport

Escartí

Gutiérrez

2001

European Journal of Sport Science

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This study is based on the achievement goal theory and intended to verify the effects of the motivational climate of the physical education (PE) on students' motivation, interest, and intention to practice physical activity or sport. In order to meet these objectives, 975 participants, from 13 to 18 years of age, completed the following instruments: PECCS, TEOSQ, IMI, Satisfaction Scale, and the Intention to Practice Physical Activity or Sport. The data were analyzed by means of Structural Equation Modeling (SEM). The results confirmed that the mastery dimension of motivational climate has an influence, directly or indirectly, on task orientation, the three dimensions of intrinsic motivation-interest, perceived competence, and satisfaction-and the intention to practice physical activity or sport, in contrast to ego orientation. On the other hand, the comparison dimension of the motivational climate demonstrated specific effects on each of the variables analyzed, increasing the tension-pressure and negatively affecting the enjoyment and interest of the students. Therefore, in PE, a motivational climate oriented more toward mastery, rather than a competitive climate, should be promoted.Key Words: motivational climate, physical education classes, goal orientation, intrinsic motivation, intention to practice physical activity Key Points:•The mastery dimension of motivational climate, pursuit of progress by pupils, has a direct influence on task orientation.•The comparison dimension of motivational climate, pursuit of comparison by pupils, has a direct influence on ego orientation.•The mastery dimension of motivational climate has an indirect influence on intention to practice.•The comparison dimension of motivational climate, worries about mistakes, has a direct influence on tension-pressure and an indirect influence on intention to practice. IntroductionIn the area of physical education (PE) and sport sciences, one of the topics of study that has aroused great interest in the last decade is the study of the motivational climate that teachers create in their classes, as well as the implications that this climate has on the motivation and intention of the students to practice sport or do exercise. PE can be a very appropriate context in which to encourage young people to practice sport or do exercise at the present time and promote future physical activity or sport habits. The intention expressed by students to practice sport or Escartí and Gutiérrez physical activity can be both a good indicator of the motivation toward this activity as well as a strong predictor of this behavior (28).The most widely used theory in the last two decades to analyze the motivational processes in sports and educational contexts has been the achievement goal theory (1,2,22,30,33,34). This theory considers that people in achievement situations wish to demonstrate competence and that this desire leads them to develop two fundamental achievement goals, one related to selfreferenced parameters (task orientation), and the other with competiti...

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Section: Discussionmentioning

confidence: 99%

Influence of the motivational climate in physical education on the intention to practice physical activity or sport

Escartí

Gutiérrez

2001

European Journal of Sport Science

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“…Athletes' perception of their participation (decision/election) was assessed through the Perceived Physical Education Class Climate subscale: (e.g., "Participants are often given the opportunity to plan their own activities") developed by Biddle et al 33 . All questions were preceded by the stem "In the training sessions…".…”

Section: Measurement Sociocontextual Factorsmentioning

confidence: 99%

Epstein's TARGET Framework and Motivational Climate in Sport: Effects of a Field-Based, Long-Term Intervention Program

Cecchini

Fernández-Río

Méndez–Giménez

et al. 2014

International Journal of Sports Science & Coaching

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The aim of this study was to assess the long-term effects that the manipulation of the motivational climate can produce on social factors, psychological mediators, motivation and behavioural consequences. 283 student-athletes with ages ranging from 14 to 18 years (M = 13,54 ± 1,31) completed a questionnaire that included the BPNES, the PLOC, the subscales cooperative learning and improvement of the PMCSQ-2, as well as persistence, effort and boredom subscales. Epstein's TARGET strategies were applied to the experimental group during 12 weeks by specially trained coaches. The repeated measures MANOVA showed significant changes in all variables in the experimental group in post-test 1.Furthermore, these changes were maintained in most variables six months after the intervention (post-test 2). No significant changes were observed in the control group. Finally, the results are discussed and future lines of intervention are proposed.

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“…Banyak penelitian yang menyatakan bahwa dampak performance climate untuk hasil yang positif tergolong kecil dan negatif (Ntoumanis & Biddle, 1999;A. G. Papaioannou, Tsigilis, Kosmidou, & Milosis, 2007), sementara dampak pada hasil negatif justru moderat (Biddle et al, 1995;Dorobantu & Biddle, 1997;A. Papaioannou, 1998).…”

Section: │ 75unclassified

Menumbuhkan Keterlibatan Positif dalam Bekerja: Melalui Iklim Kompetisi ataukah Pengembangan Kompetensi?

Sulistiobudi

Kadiyono

2017

PJPP

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<div class="Section1">Abstract: The implementation of motivational climate to encourage achievement and performance has been discussed over decades but the existing research is still limited to academic, educational and sports contexts. This research discussed about motivational climate in the context of work with the approach of industrial and organizational psychology and its relationship to employee’s work engagement. Specifically, this research puts motivational climate as a resource in the framework of JDR-Model (Job Demand Resource Model) which helps employees in facing job challenges so that they feel more engaged in their work. This research was conducted on 76 employees in one of the SOEs (Stated Owned Enterprise) in West Java. Research approach through ex-post-facto study with multiple linear regression test. The result show that motivational climate significantly influence employee work engagement. Mastery climate as one dimension of motivational climate, plays a significant role to the positive engagement in work. In contrast, the performance of climate did not signifcantly related to work engagement. Thus, support system for self-development and program to improve employee ability can serve as a job resource that contributes to engagement. Climate to encourgages competitionn among employee should be aplied together with opportunity to self development. Therefore, practically, it is important to consider how employee development programs can be implemented in a continously and balanced manner rather than competition program merely.Abstrak: Penerapan motivational climate untuk mendorong iklim berprestasi dan performansi sudah sangat banyak dibahas bahkan berpuluh tahun sebelum ini. Hanya, penelitian yang ada masih terbatas pada konteks akademik, pendidikan dan bidang olahraga. Oleh karena itu, melalui penelitian ini akan dibahas mengenai motivational climate di konteks pekerjaan dengan pendekatan psikologi industri dan organisasi dan perannya terhadap work engagement karyawan. Secara spesifik, penelitian ini mendudukkan motivational climate sebagai resource dalam kerangka JDR-Model (Job Demand Resource Model) yang membantu karyawan dalam menghadapi tantangan pekerjaan sehingga lebih merasa engaged dalam bekerja. Penelitian ini dilakukan terhadap 76 orang karyawan di salah satu BUMN di Jawa Barat. Pendekatan penelitian melalui ex-post-facto study dengan uji regresi linier berganda. Berdasarkan hasil tersebut, diperoleh hasil bahwa motivational climate berperan signifikan terhadap work engagement karyawan. Mastery climate sebagai salah satu dimensi dari motivational climate, berperan signifikan terhadap keterikatan positif dalam bekerja. Sebaliknya, performance climate ternyata tidak menunjukkan peran yang berarti. Dengan demikian, dukungan terhadap pengembangan diri dan kemampuan karyawan dapat berperan sebagai job resource yang berkontribusi untuk menumbuhkan perasaan engaged pada pekerjaannya. Jika iklim yang mendorong kompetisi antar karyawan diterapkan begitu saja tanpa dibarengi kesempatan pengembangan diri maka tidak akan berdampak pada engagement karyawan. Oleh sebab itu, secara praktis sebaiknya perusahaan mempertimbangkan bagaimana program-program pengembangan kemampuan kerja dan pengembangan diri karyawan dapat diimplementasikan dengan berkesinambungan dan seimbang daripada hanya sekedar program kompetisi kerja semata. </div>

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Development of scales to measure perceived physical education class climate: a cross‐national project

Cited by 104 publications

References 6 publications

Influence of the motivational climate in physical education on the intention to practice physical activity or sport

Influence of the motivational climate in physical education on the intention to practice physical activity or sport

Epstein's TARGET Framework and Motivational Climate in Sport: Effects of a Field-Based, Long-Term Intervention Program

Menumbuhkan Keterlibatan Positif dalam Bekerja: Melalui Iklim Kompetisi ataukah Pengembangan Kompetensi?

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