Motivation, Motivational Climate and Importance of Physical Education

Extremera, Antonio Baena; Gómez-López, Manuel; Gallegos, Antonio Granero; Abraldes, J. Arturo

doi:10.1016/j.sbspro.2014.04.275

Cited by 15 publications

(12 citation statements)

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“…Students' physical self-worth and global self-esteem were positively related to profiles high in mastery and performance goals (Kavussanu, 2007). Perceived usefulness of PE classes was positively related to performance climates in girls (Baena-Extremera et al, 2013). Positive aspects of students' ethical cultural salience were positively related to mastery climates and mastery goals, while negative aspects were positively related to performance climates and performance goals (Kouli and Papaioannou, 2009).…”

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confidence: 93%

“…-Ten studies indicated that students' mastery goals (Agbuga and Xiang, 2008;Agbuga, 2010;Baena-Extremera et al, 2013, mastery-approach goals (Guan et al, 2006;Garn et al, 2011), mastery climates (Liukkonen et al, 2010;Agbuga, 2014;Erturan-Ilker, 2014), performance-approach goals (Guan et al, 2006;Agbuga and Xiang, 2008;Agbuga, 2010), and performance climates (Liukkonen et al, 2010;Agbuga, 2014; Erturan-Ilker, 2014) positively predicted students' perceived effort and/or persistence in PE lessons. -Four studies evaluated relationships between AGT constructs and self-regulation practices.…”

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confidence: 99%

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Supporting Subject Justification by Educational Psychology: A Systematic Review of Achievement Goal Motivation in School Physical Education

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Achievement Goal Theory (AGT) has been applied as a core concept for understanding and promoting students' motivation in physical education (PE) and shows considerable relevance for theoretically and empirically justifying the significance of PE. However, systematically organized reviews of empirical research on AGT are limited to physical activities without explicit PE perspective. First, we aimed to compile basic tenets of AGT and its pedagogical potential for PE. Second, to bring together key findings and discuss future research, we systematically examined the existing empirical literature that applied AGT constructs in both observational and interventional PE settings. We searched the Web of Science, Scopus, Education Source, ERIC, SPORTDiscus, Physical Education Index, PsychInfo, and PsychArticles databases to identify English-language peer-reviewed journal articles with no restriction to publication date. The review was conducted according to the PRISMA Statement. Two independent reviewers screened all studies identified for eligibility, and assessed the methodological quality as well as the risk of bias. A total of 91 studies were included for analysis. Most of the studies (70) were observational, 21 studies were intervention based. On average, the methodological quality of the included studies was moderate and the risk of bias was moderate to high. Mastery goals, mastery-approach goals, and mastery climates appear to be highly relevant for supporting multiple political and curricular PE aims such as psychological well-being, motor skill development, general sports participation, prosocial behavior, and aspects of healthy living. Achievement goal profiles combining high mastery goals, high to low performance goals, and performance-approach goals partly show desirable functions. The results provide comprehensive information for planning and shaping PE Jaitner et al. Achievement Goal Motivation in PElessons based on AGT constructs that match the intended ambitions. The integration of the results into everyday school PE practice is a promising avenue for promoting students' motivation in PE and for fulfilling the overall political and curricular aims. However, this may be challenging in PE practice, as PE teachers at least partially follow a performance-pedagogical structure, including an orientation toward agonal sports, competition, and social comparison.

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Supporting Subject Justification by Educational Psychology: A Systematic Review of Achievement Goal Motivation in School Physical Education

et al. 2019

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“…The motivational classroom climate generated by the teacher has been widely studied in different educational contexts, especially in primary [8,30] and secondary education [9,[31][32][33]. Some studies have also been carried out in the university context [34,35].…”

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Spanish Adaptation of Motivational Climate in Education Scale with University Students

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Poyatos

2020

Education Sciences

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The aim of this study was to provide evidence of the validity and reliability of the dimensionality of the Spanish adaptation of two correlated subscales to assess motivational climate in the university education context: Mastery motivational climate and performance motivational climate. Two different studies with cross-sectional design and different samples of university students were used to accomplish this research (Study 1: 181 students, mean age = 20.83, SD = 1.76; Study 2: 354 students, mean age = 21.84; SD = 1.98). In Study 1, Exploratory Structural Equation Modeling, Confirmatory Factor Analysis (CFA), and reliability analysis of the scale were conducted. In Study 2, CFA, reliability analysis, discriminant validity, temporal stability, factorial invariance across gender, and nomological validity were managed through a regression model measuring the relationships between democratic and autocratic behavior, mastery climate, and performance climate. The final version of the Motivational Climate in Education Scale showed acceptable goodness of fit and values of discriminant validity, reliability, temporal stability, and invariance across gender. According to its nomological validity, democratic behavior was shown to be a statistically significant predictor of mastery climate, and the teacher’s autocratic behavior was shown to be a statistically significant predictor of performance climate. This scale is a valid and reliable instrument to assess mastery climate and performance climate in the Spanish university educational context.

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“…In relation to this, the quality of a students’ educational experience is greatly influenced by the teacher’s experience inside the classroom (Hill et al, 2003; Yair, 2008; Baena-Extermera et al, 2013) and their teaching skills. However, it is well known that teaching is multidimensional as well as complex (Wang et al, 2011), where teachers face and respond to a series of factors that could affect the students and the teaching-learning process, for example, the characteristics of the course, classroom management, and the teacher-student interaction (Young and Shaw, 1999; Khine, 2005).…”

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Prediction of the Satisfaction With the Student Life, Based on Teaching Competence and Satisfaction With the School

2019

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The aim of this article was to assess how students evaluate the professional personality competence of physical education teachers in high school and its relation to student satisfaction and student satisfaction with life itself. In line with these aims, this study was completed as a cross-sectional study, which was carried out in a group of 890 physical education students. Of the study group, 50.3% were female and 49.7% were male. The average age was 15.49 years for females (SD 1.79) and 15.00 years for males (SD 2.00). We used a questionnaire featuring the Physical Education Teacher Competence, Intrinsic Satisfaction Classroom Scale, and Satisfaction with Life Scale. The results are presented as descriptive statistics, correlations, and a structural equation modeling analysis showing students’ perceived competence, predicted self-determined satisfaction, which in turn corresponds to life satisfaction.

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Motivation, Motivational Climate and Importance of Physical Education

Cited by 15 publications

References 16 publications

Supporting Subject Justification by Educational Psychology: A Systematic Review of Achievement Goal Motivation in School Physical Education

Supporting Subject Justification by Educational Psychology: A Systematic Review of Achievement Goal Motivation in School Physical Education

Spanish Adaptation of Motivational Climate in Education Scale with University Students

Prediction of the Satisfaction With the Student Life, Based on Teaching Competence and Satisfaction With the School

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