Initial validation of the coach-created Empowering and Disempowering Motivational Climate Questionnaire (EDMCQ-C)

Appleton, Paul R.; Ntoumanis, Nikos; Quested, Eleanor; Viladrich, Carme; Duda, Joan L.

doi:10.1016/j.psychsport.2015.05.008

Cited by 135 publications

(164 citation statements)

References 61 publications

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“…The teams’ perceptions of the motivational climate were measured with a short version of the Perceived Motivational Climate in Sport Questionnaire (PMCSQ‐2) . Previous research has supported the reliability of this scale in the context of youth sport .…”

Section: Methodsmentioning

confidence: 99%

A study of coach‐team perceptual distance concerning the coach‐created motivational climate in youth sport

Gjesdal

Stenling

Solstad

et al. 2018

Scandinavian Med Sci Sports

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The purpose of this study was to examine whether coach-team perceptual distance regarding the coach-created motivational climate related to achievement goal orientations and affective responses. To this end, we used polynomial regression analysis with response surface methodology. The sample consisted of 1359 youth soccer players (57.8% male; M = 11.81 years, SD = 1.18), belonging to 87 different teams (M = 16.47), and 87 coaches (94.6% male, M = 42 years, SD = 5.67). Results showed that team perceptions of a coach-created mastery climate were positively related to team-rated task goal orientation and enjoyment, whereas team perceptions of a coach-created performance climate were positively related to team-rated ego goal orientation and anxiety, and negatively related to team-rated enjoyment. When the coach and the team were in perceptual agreement, the outcomes increased as both coach and team perceptions of the climate increased. In situations of perceptual disagreement, the most negative effects were seen when the coach held a more favorable perception of the motivational climate compared to the team. The findings highlight the importance of perceptual agreement between the coach and his/her team, contributing to the literature focusing on the effects of the coach-created motivational climate.

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Section: Methodsmentioning

confidence: 99%

A study of coach‐team perceptual distance concerning the coach‐created motivational climate in youth sport

Gjesdal

Stenling

Solstad

et al. 2018

Scandinavian Med Sci Sports

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“…Yhteensä 414 17-18-vuotiasta opiskelija-urheilijaa seitsemästä eri urheilulukiosta osallistui tutkimukseen. Taustatietojen lisäksi opiskelija-urheilijat täyttivät Empowering and Disempowering Motivational Climate Questionnaire-Coach (EDMCQ-C; Appleton, Ntoumanis, Quested, Viladrich, & Duda, 2016)-kyselyn, joka mittaa heidän kokemuksiaan valmennusilmastosta ja School Burnout Inventory (SBI, Salmela-Aro & Näätänen, 2005)kyselyn sekä Sport Burnout Inventory-Dual Career Form (Sorkkila, Ryba, Aunola, Selänne, & Salmela-Aro, 2017b)-kyselyn, jotka mittaavat opiskelija-urheilijoiden uupumusoireita (väsymystä, kyynisyyttä ja riittämättömyyden tunteita) koulussa ja urheilussa. Aineiston analysointiin käytettiin klusterianalyysiä (k-means cluster) ja monisuuntaista varianssianalyysiä (MANOVA).…”

Section: Tiivistelmäunclassified

Relationship between coaching climates and student-athletes’ symptoms of burnout in school and sports.

Into¹,

Perttula²,

Aunola³

et al. 2020

Sport, Exercise, and Performance Psychology

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Coaches are important socializing agents for youth athletes (Horn, 2008) and coach-created motivational climates have been found to be associated with athletes' welland ill-being (Bartholomew, Ntoumanis, & Thogersen-Ntoumani, 2010;Kipp & Weiss, 2013). The purpose of this study was to investigate (1) what kind of coaching climates can be found in sport high schools in Finland; and (2) how these coaching climates are related to student-athletes' burnout in school and in sports. Moreover, interaction effects between the coaching climates and background variables in burnout were investigated.

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“…The following measuring tools used to analyze the study variables: Measure of Teachers' Supportive Style: "Escala de Percepción del Estilo de Soporte en las Clases de Educación Física" (EPES-PE (Scale of Perception of Supportive Style in Physical Education Classes)) was used. This scale [47] is an adaptation of the Multidimensional Perceived Autonomy Support Scale for Physical Education (MD-PASS-PE) of Tilga et al's [32] scales to measure AS, and part of the Empowering and Disempowering Motivational Climate Questionnaire (EDMCQ-C) of Appleton et al [48] to measure CS. It consists of 19 items grouped into 4 correlated latent factors that have shown adequate fit indices [47]: (a) Organizational support autonomy (5 items), (b) Procedural support autonomy (5 items), (c) Cognitive support autonomy (5 items) and Teacher's CS (4 items).…”

Section: Measuring Instrumentsmentioning

confidence: 99%

Predicting Bullying through Motivation and Teaching Styles in Physical Education

Montero-Carretero

Barbado

Cervelló

2019

IJERPH

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From the theoretical framework offered by the self-determination theory, the objective of the study was to test a predictor model of bullying behaviors based on the physical education teacher's supportive style, the students' satisfaction of basic psychological needs, and self-determined motivation. A total of 608 students of both sexes, between 11 and 15 years of age, from primary and secondary schools in the province of Alicante (Spain) voluntarily completed questionnaires to measure each of the variables under study. The design of the study was cross-sectional. The results showed that the autonomy supportive style positively predicted the satisfaction of basic psychological needs, which, in turn, positively predicted self-determined motivation towards physical education. The latter negatively predicted bullying perpetration and bullying victimization. The controlling style presented inverse relationships to those of the autonomy supportive style. These results are in line with the positions of the self-determination theory and underline the potential responsibility of physical education teachers in the struggle against bullying, and how, by supporting autonomy and avoiding a controlling style, they can help reduce bullying perpetration and victimization. poor relationship quality, self-harm, anxiety, symptoms of depression, and suicidal thoughts that are sometimes enacted upon [9,10]. Bullies also suffer from mental health problems such as anxiety, depression, psychosomatic problems, an increased risk of suicide, future relationships with other forms of violence, and risk of excessive alcohol and marijuana use [11,12]. Finally, spectators are not exempt from the consequences, sometimes suffering from distress, anxiety, and depression [13]. Physical Education and BullyingStudents who engage in intimidating behavior do so in an attempt to acquire greater status and a position of power within the group [14]. This end is often achieved at the expense of students with physical weaknesses, a lack of skill in the development of motor tasks [15], and/or differences in their physical constitution, such as obesity or being overweight [16]. In this sense, the subject of PE can particularly expose the most vulnerable students in the eyes of their potential aggressors, both because of the characteristics of the spaces where PE is practiced [2] and because of the subject's demands of public demonstrations. In PE, young people relate to their peers in a very different way from how they relate in other subjects, and there is usually physical contact in PE. Thus, instead of being able to move away from their aggressors, victimized students are forced to interact with them [2]. This reasoning is supported by a study of American students [17], in which it was observed that bullying victims had more hours of PE than non-victimized students, suggesting that PE classes could be a critical space for the development of bullying behaviors. However, these classes could also be an ideal means of detecting and addressing bullying situati...

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Initial validation of the coach-created Empowering and Disempowering Motivational Climate Questionnaire (EDMCQ-C)

Cited by 135 publications

References 61 publications

A study of coach‐team perceptual distance concerning the coach‐created motivational climate in youth sport

A study of coach‐team perceptual distance concerning the coach‐created motivational climate in youth sport

Relationship between coaching climates and student-athletes’ symptoms of burnout in school and sports.

Predicting Bullying through Motivation and Teaching Styles in Physical Education

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