Metamotivational and contextual effects on performance, self-efficacy, and shifts in affective states

Bindarwish, Jamal; Tenenbaum, Gershon

doi:10.1016/j.psychsport.2005.04.001

Cited by 20 publications

(22 citation statements)

References 23 publications

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“…These findings are in line with SDT, which suggests that the failure to fully satisfy the basic need for competence lowers the quality of motivation, even for individuals who do not explicitly or consciously desire to do well on a particular activity On the other hand, positive feedback did not directly affect performance in Study 1. The finding that feedback has an effect on autonomous motivation and through this on future intentions and affect-based outcomes but not directly on performance is consistent with some previous studies (Bindarwish & Tenenbaum, 2006;Gernigon & Delloye, 2003). The findings are also in line with Brophy's (1999) contention that motivation should not be treated as analogous to performance, and that optimal motivation does not ensure maximal performance (especially in the short run).…”

Section: Discussionsupporting

confidence: 90%

“…For instance, Whitehead and Corbin (1991), using a shuttle-run task similar to the one used in the present research, showed that strong positive versus strong negative feedback (i.e., informing performers that they were ranked either in the 80th or the 20th percentile, respectively) positively affected intrinsic motivation through perceptions of competence. Several other field studies using tasks as diverse as running over hurdles (Escarti & Guzman, 1999), throwing darts (Bindarwish & Tenenbaum, 2006), running (Gernigon, & Delloye, 2003), and shooting using guns or using computers (Gernigon, Fleurance, & Reine 2000) and employing as diverse samples as cricket athletes (Woodcock & Corbin, 1992) and running athletes (Gernigon, & Delloye, 2003) have replicated this pattern of results. The findings concerning the effect of positive feedback on actual performance are less consistent.…”

Section: Competence Support In Physical Education and Sportsmentioning

confidence: 74%

“…The findings concerning the effect of positive feedback on actual performance are less consistent. Whereas some studies (e.g., Bindarwish & Tenenbaum, 2006;Gernigon & Delloye, 2003) reported no effects, other studies found a facilitating effect of positive feedback on performance (e.g., Escarti & Guzman, 1999). Several other studies did not include performance as an outcome measure (e.g., Vallerand & Reid 1984;Whitehead & Corbin, 1991).…”

Section: Competence Support In Physical Education and Sportsmentioning

confidence: 99%

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The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model

Mouratidis

Vansteenkiste

Lens

et al. 2008

Journal of Sport and Exercise Psychology

253

159

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Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants' well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas a motivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings.

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Section: Discussionsupporting

confidence: 90%

Section: Competence Support In Physical Education and Sportsmentioning

confidence: 74%

Section: Competence Support In Physical Education and Sportsmentioning

confidence: 99%

See 1 more Smart Citation

The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model

Mouratidis

Vansteenkiste

Lens

et al. 2008

Journal of Sport and Exercise Psychology

253

159

View full text Add to dashboard Cite

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“…But it should be taken into account at least when one has reason to suspect that various identities can play a role with regard to a judgment or decision-making situation. For example, there have been many reversal theory studies in sport psychology (eg., Bindarwish & Tenenbaum, 2006;Kerr, 1994;Kerr et al, 2005). It was found, for example, that inappropriate meta-motivational states may have a negative impact on team performance (Males, Kerr, Thatcher, & Bellew, 2006).…”

Section: Potential Applicationsmentioning

confidence: 99%

Focus of Identity and Motivation About the Integration of Turkey into the European Union

Raufaste

Pompanon

Vautier

2009

European Psychologist

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The integration of Turkey into the European Union (EU) is a major political issue, and an interesting psychological object with motivational and identity-related aspects. This article examines whether the structure of some young French people’s motives can be used to predict the acceptability of Turkey’s integration into the EU. It was hypothesized that Apterian metamotivational states ( Apter, 2001 ) would structure the pro and cons of the acceptability of Turkey’s integration. In each of two studies, a questionnaire was designed and administered to assess the motives, either pro or con, for Turkey’s integration. Acceptability ratings were also collected. Factorial analyses provided two series of components that were simple to interpret in a reversal theory structure. Four components were common to both studies: individual paratelism, individual telism, sympathy for the Turks, and European mastery. Path analyses were conducted to predict acceptability with the components as predictors, and benefit and risk judgments as intermediate variables. The fits were good and the models explained 72.1% (pros) and 64.2% (cons) of the overall variance in acceptability. Of particular interest is an unexpected finding that was replicated in both studies: Each component loaded a collection of items centered on only one of three possible positions on what interests were at stake: European people’s interests, Turkish people’s interests, or participants’ own interests.

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“…There has been a plethora of reversal theory research examining individual motivational styles or characteristics in relation to a wide variety of behaviours such as aggression and violence in sport (Kerr 2004), exercise dependence (Kerr et al 2007), participation motivation in physical activity and sport Lindner 2005, 2006;Sit et al 2008), smoking cessation (O'Connell 2006), self-efficacy during motor activities (Bindarwish and Tenenbaum 2006), behaviour management in the school and classroom (Mallows 2007), and health behaviour change (Finfgeld et al 2003). In the sport and exercise domain, for example, empirical evidence demonstrates a close association between one's motivational characteristics and sporting behaviour.…”

mentioning

confidence: 99%

The Development of the Motivational Style Profile for Children (MSP-C)

Sit

Lindner

Apter³

et al. 2010

Curr Psychol

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The Motivational Style Profile for Children (MSP-C) was designed to measure the dominances, orientations and saliences of motivational states in children. The results of reliability testing and factor analysis followed by parallel analysis of the 50-item, 25-paired, and 15-paired versions for cultural samples suggests the MSP-C may be a viable and reliable instrument for the measurement of motivational characteristics of children between 9 and 15 years of age. Significant cultural differences in motivational characteristics were found, in that Hong Kong children were more telic-, arousal avoiding-, and mastery-dominant compared to the British and French children, suggesting the predominant influence of the Chinese Confucian values. Future research is recommended to test the psychometric properties of the 15-paired version of the measure for different cultural samples.Over the last three decades, increasing research efforts have been made to understand human behaviour by taking individual motivational characteristics into consideration using Apter's

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Metamotivational and contextual effects on performance, self-efficacy, and shifts in affective states

Cited by 20 publications

References 23 publications

The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model

The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model

Focus of Identity and Motivation About the Integration of Turkey into the European Union

The Development of the Motivational Style Profile for Children (MSP-C)

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