Goal orientation and mastery climate: a review of contemporary research and insights to intervention

Valentini, Nádia Cristina; Rudisill, Mary E.

doi:10.1590/s0103-166x2006000200006

Cited by 30 publications

(34 citation statements)

References 63 publications

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“…No presente estudo, estabeleceu-se como hipótese de que independentemente do gênero, crianças seriam imprecisas quanto as percepções de competência gerais e especificas em tarefas motoras. A imprecisão decorre das dificuldades em reconhecer a sua própria proficiência motora ou a falta dela como parâmetros para o autojulgamento, uma vez que carecem de experiências previas e não são expostas a programas que propiciam feedback adequado de desempenho 33 . Embora esses aspectos não tenham sido mensurados, possivelmente meninos e meninas utilizaram parâmetros mais relacionados ao resultado do movimento, as suas experiências motoras como, por exemplo, atingir a linhas de marcação nas tarefas de deslocamento, apenas quicar ou segurar a bola, acertar a bola na rebatida ou chute, para avaliar o próprio desempenho nas habilidades motoras, sem, portanto, considerar o padrão ou forma do movimento.…”

Section: Discussionunclassified

Relação Entre a Competência Motora Percebida Geral, O Gênero, a Competência Motora Percebida Específica À Tarefa E a Competência Motora Real De Crianças

Nobre¹,

Bandeira²,

Valentini³

2016

J Physical Edu

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RESUMOO Objetivo deste estudo foi investigar as relações entre a competência motora percebida geral (CMPG), a competência motora específica à tarefa (CMPET), a competência motora real (CMR), e o gênero de crianças. Participaram do estudo 75 crianças, de ambos os gêneros, com nove e dez anos de idades. A CMPG foi avaliada pela "Self-Perception Profile for Children". Uma escala desenvolvida pelos autores e preliminarmente validada foi utilizada para avaliação da CMPET. A CMR foi avaliada pelo Test of Gross Motor Development -2. Os resultados indicam que independentemente do gênero, a maioria das crianças, percebeu-se moderadamente competente e reportou realizar as habilidades motoras com pouca ou sem dificuldade. As correlações foram fracas e não significativas entre a CMPG, a CMPET e a CMR na maioria das habilidades. Conclui-se que: não houve relação entre a maneira pela qual a criança avalia e a sua própria competência motora na maioria das habilidades em ambos os gêneros. Possivelmente crianças se utilizam de outros parâmetros, sem considerar a própria proficiência em habilidades motoras fundamentais para julgar suas competências. Palavras-chave: Percepção. Habilidades motoras. Crianças. ABSTRACTThe aim was to investigate the relationship among the general perceived motor competence (GPMC), the perceived competence relative to tasks (PCRT), the actual motor competence (AMC), and the gender in children. Seventy-five children, boys nd girls, aged between 9 and 10 years, participated in the study. The GPMC was assessed using the Self-Perception Profile for Children. We used a scale developed by the authors for this study, preliminarily validated, to assess the PMCRM. The AMC was assessed by the Test of Gross Motor Development -2. The results showed children perceived themselves as moderately competent and reported their own motor competence relative to motor skill as "little or no difficulty". The correlations were weak and not significant between GPMC, PCRT and AMC for the majority of the skills. In conclusion, there was not relationship between the ways in which the children evaluate their own motor competence in the majority of the skills, for boys and girls. Children most likely use other parameters, without considering their own proficiency in fundamental motor skills to assess their competencies. KeyWords: Children. Perceived competence. Motor skills IntroduçãoA competência percebida é compreendida como os atributos e características próprias que são conscientemente reconhecidas pelo indivíduo por meio da linguagem 1-3 . Este importante aspecto psicológico tem sido foco de estudos em diversas áreas do comportamento humano 4,5 . No contexto de prática motora, a competência percebida é um mediador da motivação para a aprendizagem de habilidades motoras e permanência em atividades físicas ao longo da vida 6,7 .Pesquisas têm investigado como esta variável psicológica está associada a maestria em habilidades motoras fundamentais na infância 4,[8][9][10]. Para tanto, os estudos frequentemente utilizam escalas de m...

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Section: Discussionunclassified

Relação Entre a Competência Motora Percebida Geral, O Gênero, a Competência Motora Percebida Específica À Tarefa E a Competência Motora Real De Crianças

Nobre¹,

Bandeira²,

Valentini³

2016

J Physical Edu

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“…In sport and education domains, the evidence is consistent in that a mastery climate promotes more adaptive cognitions and behaviors, such as intrinsic interest, increased effort, positive attitudes, trying hard, and persisting when faced with difficulty (Ntoumanis & Biddle, ; Valentini & Rudisill, ). In contrast, the evidence is consistent in that a performance climate promotes more maladaptive cognitions and behaviors, such as decreased motivation (e.g., low effort or persistence), use of ineffective strategies, more worry, perceiving stress, seeking easy tasks, or giving up when faced with difficulty (Ntoumanis & Biddle, ; Roberts et al., ).…”

Section: Perceived (Psychological) Motivational Climate: Conceptual Amentioning

confidence: 96%

Achieving success at work: development and validation of the Motivational Climate at Work Questionnaire (MCWQ)

Nerstad

Roberts

Richardsen

2013

J Applied Social Pyschol

190

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Although work represents an important achievement setting, research on the perceived motivational climate, as defined by the achievement goal theory (AGT), remains limited. Calls have been made for research on the salience of such situational influences based on traditional AGT. Therefore, the aim of this research was to develop a scale to measure the motivational climate at work. In a pilot study, participants completed a developed questionnaire and the findings supported psychometric properties of the questionnaire. Two further studies were conducted and the findings provided evidence of content validity, criterion-related validity, construct validity, and internal consistency. The findings suggest the questionnaire might be used to determine the perception of the extant motivational climate in the workplace.

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“…Examinations of how classroom environments influence student learning have been conducted over the past decade (Ames 1992;Valentini and Rudisill 2006) with two achievement goal constructs seemingly receiving most of the attention. The labeling of these constructs varies between researchers, including ego-involvement and task-involvement (Nicholls 1984(Nicholls , 1989, learning and performance goals (Dweck 1986), mastery and performance goal orientations (Ames 1992), and mastery and ability (Butler 2000).…”

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A motivational analysis of a season of Sport Education

Sinelnikov

Hastie

2010

Physical Education & Sport Pedagogy

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Background:The Sport Education curriculum model with its goals to develop competent, literate and enthusiastic sportspersons has been gaining popularity across the globe. To date, studies have yet to investigate the objective motivational climate of Sport Education. Aims: The purpose of this study was to measure and describe the objective motivational climate of a Sport Education season conducted in a Russian school. Method: The participants in this study were 21 ninth-grade Russian students (12 boys and 9 girls) who did not have any previous experience with Sport Education. The teacher in the study was a Russian native who had 4 years of experience teaching and researching Sport Education in schools and colleges across the USA and Russia. The study took place in a public coeducational school located in a city (population 300,000) in the central part of Russia. Classes met three times a week for the entire academic quarter (6 weeks) for a total of 18 lessons, and each lesson was scheduled for 40 minutes. The TARGET (task, authority, recognition and evaluation, grouping and timing) motivational climate variables were collected by analyzing the video of every lesson. The data collection protocol included identifying and coding 'mastery', 'neither', and 'performance' variables of each TARGET structure. The computerized software, BEST, used in data collection allowed recordings of multiple and overlapping frequency behaviors as well duration behaviors. Following the protocol of Morgan and colleagues, the mean percentage of 'mastery', 'performance' and 'neither' teaching behaviors were calculated for each of the TARGET categories individually in each phase of the Sport Education season (skill practice, practice competition, formal competition) as well as the total for the entire season. The mean percentages of frequency of coded behaviors for task, recognition/evaluation, and timing were calculated, whereas mean percentages of duration of coded behaviors were calculated for the authority, grouping and time structures of TARGET. Results:The results of video analysis demonstrated that this Sport Education season had more mastery-oriented and less performance-oriented teacher behaviors. The objective motivational climate of skill practice and practice competition phase had more of a mastery-oriented climate, while performance TARGET behaviors in the competition phase were more prevalent. Conclusion: The overall objective motivational climate of this Sport Education season was neither mastery-oriented nor performance-oriented, but rather an intermingling of the two approaches. Consequently, teachers must be cognizant of the motivational climate and understand which elements in Sport Education contribute to the mastery climate and which to performance climate. Since a mastery climate is positively related to a range of positive student outcomes, it is crucial to stay true to the model when teaching, Downloaded by [McMaster University] at 17:25 22 December 2014recognize the elements that contribute to performance orientatio...

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Goal orientation and mastery climate: a review of contemporary research and insights to intervention

Cited by 30 publications

References 63 publications

Relação Entre a Competência Motora Percebida Geral, O Gênero, a Competência Motora Percebida Específica À Tarefa E a Competência Motora Real De Crianças

Relação Entre a Competência Motora Percebida Geral, O Gênero, a Competência Motora Percebida Específica À Tarefa E a Competência Motora Real De Crianças

Achieving success at work: development and validation of the Motivational Climate at Work Questionnaire (MCWQ)

A motivational analysis of a season of Sport Education

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