Perceived motivational climate and intrinsic motivation in school physical education classes

Abstract

Research has shown that dispositional achievement goal orientations have important effects on motivation, affect and behaviour in sport and physical activity. However, rather less is known about the relationship between perceived ethos, or climate, ofphysical education (P.E.) classes and subsequent motivation. The purpose of this study, therefore, was to investigate the psychometric properties ofan inventory assessing P.E. class climate and the relationship of subscales of the inventory with intrinsic motivation. Second order factor analysis revealed class climate dimensions of 'mastery' and 'performance', confirming prior research. The mastery dimension scores were found to significantly enhance the prediction ofintrinsic motivation beyond that accounted for by perceived competence, whereas this was not the case for performance climate scores. MANOVA showed that children perceiving their P.E. class to be high in both mastery and performance climate reported greater intrinsic motivation and perceived competence.Recently, sport psychologists have applied social-cognitive theories of achievement motivation to the area of youth sport in the pursuit of further understanding children's sport motivation (Roberts, 1993). Surprisingly, however, physical education (P.E.) has largely been ignored as an area for the study of motivation. The investigation of motivational issues in physical education is crucial for at least two reasons. First, the range of participants' capacity for physical performance and motivation is likely to be far broader than in volunteer youth sport. Second, it is acknowledged that physical education has the potential to assist individuals in the development of active lifestyles and thus contribute significantly to individual and public health (Haywood, 1991).One of the approaches taken in educational and youth sport motivational research is based on goal-perspective These theories adopt the principle that the purpose of goal-directed behaviour in achievement settings is the demonstration of competence. However, the way that competence can be demonstrated is dependent on the standards individuals use to evaluate their performance. When the basis for performance evaluation is normative, that is when success is defined in comparison with the performance of others, then an 'ego' or 'performance' goal orientation is adopted. Alternatively, when performance evaluation is self-referenced, that is personal improvement constitutes success, then a 'task' or 'mastery' goal orientation is adopted. The terms task and ego orientation (Nicholls, 1989) will be used here to refer to these two main dispositional goal orientations adopted in school achievement.

Influence of the motivational climate in physical education on the intention to practice physical activity or sport

“…The PECCS is an English translation of the French EPCM (L'Echelle de Perception du Climat Motivational/Perception of Motivational Climate Scale) used by Goudas and Biddle (24). An oblique rotation factor analysis was performed with the 19-item questionnaire.…”

Autonomy and Relatedness Satisfaction Predicting Psychological Well-Being of Adolescents: Focusing on Individualism-Collectivism Cultural Values

“…As the nature of autonomy has been clarified, a growing body of research has attested to the robust effects of autonomy-support versus control in many domains of activity, including health care (Williams, Grow, Freedman, Ryan, & Deci, 1996;Williams, Rodin, Ryan, Grolnick, & Deci, 1998), environmentalism (Pelletier, Tuson, Green-Demers, Noels, & Beaton, 1998), religion (Ryan, Rigby, & King, 1993), work (Deci, Connell, & Ryan, 1989), and sport (Frederick & Ryan, 1995;Goudas & Biddle, 1994). Specifically, perceiving others as controlling one's behavior has been shown to have a markedly negative affect on self-motivation and persistence, as well as well-being within these spheres of activity (Ryan & Deci, 2000).…”

Validez de constructo interna y externa del AGQ y PTEGQ en español

“…Gran parte de las investigaciones que han abordado el estudio de las metas de logro (Ames & Archer, 1988;Duda & Whitehead, 1998;Goudas & Biddle, 1994;Newton, Duda & Yin, 2000;Ntoumanis & Biddle, 1999;Papaioannou, 1994) no han considerado los avances recientes de esta teoría que incorporan las metas de evitación (Elliot & Church, 1997). La distinción de aproximación-evitación tiene una rica historia en la literatura de la motivación de logro, pero las investigaciones anteriores de meta de logro se centraron sólo en las formas de aproximación (Elliot, 2005).…”