Examining factors associated with intrinsic motivation in physical education: a qualitative approach

Hassandra, Mary; Γούδας, Μάριος; Chroni, Stiliani

doi:10.1016/s1469-0292(02)00006-7

Cited by 135 publications

(117 citation statements)

References 22 publications

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“…The frequency of shot attempts from outside the free throw lane and of lay-ups was not different between the two designs that were studied. This demonstrates that the three-point line with which participants played in the first championship better facilitated the playing and enjoyment of these youth participants in accordance with their capabilities (Piñar et al, 2002(Piñar et al, , 2003Piñar, 2005;Arias et al, 2009), which, according to the bibliography should foster an increase in the perceived competence (Hassandra et al, 2003), in the fun and enjoyment (MacPhail et al, 2008), and in self-efficacy (Bandura, 1977;Chase et al, 1994). The predominance of these motives should allow for greater adherence to mini-basketball, specifically, and to sport participation, in general (Hassandra et al, 2003;Weiss & Williams, 2004;Xiang et al, 2004).…”

Section: Discussionmentioning

confidence: 84%

Effect of two different forms of three-point line on game actions in girls’ mini-basketball

Arias¹,

Argudo²,

Alonso³

2011

SA J. Res. Sp.

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Section: Discussionmentioning

confidence: 84%

Effect of two different forms of three-point line on game actions in girls’ mini-basketball

Arias¹,

Argudo²,

Alonso³

2011

SA J. Res. Sp.

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“…Although there was a research that supports climate for innovation was not significant [42], most of the findings reported the significant positive relationship [43], [44]. That was because the organisational climate itself can designate the individuals, it is believed to increase intrinsic motivation of the employees [18], [26], [45], [46] According to Hassandra et.al [47], intrinsic motivation relates to the pleasure perception of doing behaviour. Meanwhile, intrinsic motivation is believed to be the most crucial factor to develop innovative work behaviour within employees [8], [48], [49] Thus, third hypothesis can be constructed as below:  H 3 : Organisational climate has positive relationship with innovative work behavior.…”

Section: Relationship Between Organizational Climate and Innovativmentioning

confidence: 99%

Assessing Leadership Practices, Organizational Climate and Its Effect towards Innovative Work Behaviour in R&D

Noor¹,

Dzulkifli²

2013

IJSSH

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Abstract-Achieving innovative organization has been the utmost agenda in every business operations recently. Thus, there is a need for a greater understanding of the leadership and organizational climate effect towards innovative work behaviour in work settings, particularly in R&D which involves creativity and innovation activities. The aim of this paper is to explore the relationship between leadership practice and organizational climate effect and its mediating effect towards innovative work behaviour. Data from 125 R&D scientists of public agricultural agencies were used to assess leadership practices of their superiors, organizational climate and their innovative work behavior. Results suggested there was a significant relationship between organizational climate and innovative work behavior. This finding would enrich the previous studies across samples, criteria and settings. Implications of these findings are discussed.Index Terms-Innovative work behaviour, leadership practice and organizational climate.

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“…Estudos sugerem que baixas percepções de competên-cia estão associadas com motivação intrínseca fragilizada (Hassandra, Goudas, & Chroni, 2003;Wu, 2003), desempenho escolar inadequado (Altermatt & Pomerantz, 2003;Chen et al, 2004;Valentini & Rudisill, 2004), dificuldades motoras (Valentini & Rudisill, 2004), défi-cit de atenção e dificuldades de aprendizagem (Barber, Grubbs, & Cottrell, 2005;Heath & Glen, 2005), obesidade (Franklin, Denyer, Steinbeck, Caterson, & Hill, 2006), baixa estatura (Van Pareren, Duivenvoorden, Slijper, Koot, & Hokken-Koelega, 2004), doenças crôni-cas (Chernoff, Ireys, DeVet, & Kim, 2002), agressão, comportamentos antissociais e delinquência (Donnellan, Trzesniewski, Robins, Moffitt, & Caspi, 2005).…”

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Validação brasileira da escala de autopercepção de harter para crianças

Valentini¹,

Villwock²,

Vieira³

et al. 2010

Psicol. Reflex. Crit.

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ResumoO Self-perception Profile for Children (SPPC) é usado para investigar a autopercepção de crianças. O objetivo deste estudo foi traduzir o SPPC para o português e verificar a validade dos itens, da análise fatorial confirmatória e da consistência interna teste-reteste dessa versão. Participaram do estudo, além de sete profissionais, 746 crianças (8 a 12 anos), as quais responderam o instrumento em dois momentos. Os resultados indicam que a versão brasileira contém questões claras e pertinentes (CVCt > 0,70) e apresenta índices satisfatórios de validade fatorial confirmatória (χ2/gl = 4,33; Non-normed Fit Index = 0,958; Comparative Fit Index = 0,967 e Tucker e Lewis´s Index of Fit = 0,962) e de consistência interna teste-reteste, e assim a versão brasileira se mostrou válida. Palavras-chave: Escala de Autopercepção; Validação; Autoconceito; Crianças. AbstractHarter's Self-perception Profile for Children (SPPC) is used to evaluate children's self-worth. The objective of this study was to translate and verify the validity of the items, the confirmatory factorial analysis and the test-retest internal consistence of the Brazilian version of SPPC. The participants of this study were 7 professionals and 746 children (8 to 12 years old) who answered the instrument at two different moments. The results indicated that the Brazilian version contains clear and pertinent questions (CVCt > 0.70), shows satisfactory indices of the confirmatory factorial validity (χ2/gl = 4.33; Nonnormed Fit Index = 0.958; Comparative Fit Index = 0.967 and Tucker and Lewis's Index of Fit = 0.962) as well as of internal consistence. Thus, the Brazilian version showed to be valid. Keywords: Self-perception Scale; Validity; Self-worth; Children.Ao longo de seu desenvolvimento a criança é compelida a relacionar-se efetivamente com o meio em que vive, e o faz pelo desejo de, com sucesso, exercer influência sobre ele. A competência percebida, julgamento expressado pela criança sobre suas habilidades em experiên-cias de conquista, é considerada um importante mediador da motivação infantil, incidindo de maneira decisiva na formação do autoconceito (Harter, 1985(Harter, , 1999. Ao desenvolver-se cognitivamente, a criança passa a fazer distinção entre o conceito de habilidade (capacidade de executar a tarefa com maestria) e o de esforço (energia necessária para desenvolver mestria), estabelecendo relações entre suas percepções e a dificuldade da tarefa e alterando as suas percepções de competência de acordo com as experiências vividas (Harter, 1999;Valentini & Rudisill, 2004).Diferentes critérios são empregados pela criança no julgamento de suas competências. De início predominam critérios da cultura familiar e posteriormente a cultura dos pares elege parâmetros e valores que são incorporados pela criança. Não obstante, a expressão dos próprios julgamentos não necessariamente é precisa. Ao avaliar sua competência, a criança pode se perceber competente em um domínio (cognitivo, social e/ou físico) e evidenciar um desempenho real não condizente com a ...

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Examining factors associated with intrinsic motivation in physical education: a qualitative approach

Cited by 135 publications

References 22 publications

Effect of two different forms of three-point line on game actions in girls’ mini-basketball

Effect of two different forms of three-point line on game actions in girls’ mini-basketball

Assessing Leadership Practices, Organizational Climate and Its Effect towards Innovative Work Behaviour in R&D

Validação brasileira da escala de autopercepção de harter para crianças

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