Relationships among Dispositional Ability Conceptions, Intrinsic Motivation, Perceived Competence, Experience, and Performance

Li, Weidong; Lee, Amelia M.; Solmon, Melinda A.

doi:10.1123/jtpe.24.1.51

Cited by 66 publications

(72 citation statements)

References 21 publications

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“…A positive and signifi cant correlation between the entity view of ability and gift and between the improvement and learning factors was found. To the contrary, there was a signifi cant and negative relationship between entity belief and incremental beliefs (improvement and learning) and between the factor of gift and improvement, which is similar to the fi ndings obtained by Biddle et al (2003) and Li et al (2005). On the other hand, self-determined motivation correlated positively with the incremental beliefs of improvement and learning and negatively with the beliefs that ability is stable and related to gift, which is consistent with previous works (Li et al, 2005).…”

Section: Structural Equation Modelsupporting

confidence: 90%

“…These results have been corroborated by Biddle et al (2003) and Wang and Biddle (2001). In this sense, Li et al (2005) found that intrinsic motivation was positively predicted by incremental beliefs.…”

Section: Structural Equation Modelsupporting

confidence: 55%

“…In the sports domain, motivational profi le research (e.g., Wang & Biddle, 2001;Wang, Chatzisarantis, Spray, & Biddle, 2002) and cross-sectional studies (Jourden, Bandura, & Banfi eld, 1991;Li, Lee, & Solmon, 2005;Moreno, González-Cutre, Martín-Albo, & Cervelló, 2010) have found that incremental beliefs about ability are more strongly associated with greater self-determination and with more positive consequences (effort, satisfaction, intention to be physically active), while entity-related beliefs tend to be associated positively with more negative consequences (amotivation, anxiety and low participation in sports and physical activities) and negatively with intrinsic motivation. Furthermore, those who do physical activity with an entity based belief in their ability to maintain an appearance of competence and have fi xed concepts are more likely to choose easy, low-effort tasks which they can achieve easily so they can be seen as able by those around them (Dweck & Bempechat, 1983).…”

mentioning

confidence: 99%

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Conceptions of ability and self-determined motivation in young Spanish athletes

Murcia

Gimeno

Galindo

et al. 2014

Psicol. Reflex. Crit.

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This investigation examined the relationship between implicit ability beliefs and self-determined motivation. The sample was comprised of 775 young athletes between the ages of 12 and 17 competing at national level in Spain. The participants completed the Spanish version of the Conceptions of the Nature of Athletic Ability Questionnaire (CNAAQ-2) and the Sport Motivation Scale (SMS). The results revealed a positive and signifi cant correlation between stable ability beliefs and learning ability, and between self-determined motivation and perceived sports ability. To the contrary, stable entity beliefs were negatively correlated with self-determined motivation. Competitiveness in sports was signifi cantly predicted by self-determined motivation, and the latter, in its turn, was positively predicted by learning belief and negatively by stable entity beliefs.

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Section: Structural Equation Modelsupporting

confidence: 90%

Section: Structural Equation Modelsupporting

confidence: 55%

mentioning

confidence: 99%

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Conceptions of ability and self-determined motivation in young Spanish athletes

Murcia

Gimeno

Galindo

et al. 2014

Psicol. Reflex. Crit.

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“…Behavioural correlates were most often a measure of physical activity or a measure of task performance. Other behavioural correlates included selfregulation, self-handicapping, reactions to success and failure, and effort (e.g., W. Li, Lee, & Solmon, 2005;Y. Ommundsen, 2001bY.…”

Section: Qualitative Synthesis Of the Evidencementioning

confidence: 99%

A systematic review and meta-analysis of implicit theory research in sport, physical activity, and physical education

Vella

Braithewaite

Gardner

et al. 2016

International Review of Sport and Exercise Psychology

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1 AbstractThe purpose of this systematic review and meta-analysis was to gather, catalogue, assess and evaluate the available evidence examining implicit beliefs about ability in the sport, physical activity, and physical education contexts. A total of 43 studies were found, of which 39 were subjected to meta analyses. With only 7 experimental studies, the strength of evidence is moderate and the field would benefit from greater experimental work. Overall, incremental beliefs were moderately associated with a small group of theoretically-derived correlates, while entity beliefs were only weakly associated. The field would benefit from expanding these outcomes to include a wider range of pertinent outcomes. Researchers should focus their efforts on systematically exploring the most powerful ways of inducing adaptive implicit beliefs with the aim of providing solutions to significant problems such as preventing dropout from organised sports, improving academic grades in and beyond physical education, and increasing levels of physical activity.Key words: implicit beliefs, self-theories, motivation, incremental beliefs, entity beliefs 2 A Systematic Review and Meta-Analysis of Implicit Theory Research in Sport, Physical Activity, and Physical EducationImplicit beliefs about human traits and abilities over a wide variety of domains have consistently been shown to influence one's cognitions, affect, and behaviours (Burnette, O'Boyle, VanEpps, Pollack, & Finkel, 2013;Dweck, 1999;W. Li & Lee, 2004). Implicit beliefs are unconscious conceptions about the nature of human abilities and they exert a strong influence on motivational frameworks because they provide a schemata through which all achievement-related events are interpreted and responded to (Dweck & Leggett, 1988).There are two basic implicit beliefs: incremental beliefs and entity beliefs. Those who hold an incremental belief regard ability as a malleable and incremental quality that can be trained and developed, while those who hold an entity belief regard ability as a fixed or concrete entity (Dweck, 1999).Research across domains including sports, education, personality, and morality supports the adaptive benefits of incremental beliefs. Such benefits include higher rates of motivation, persistence and effort, a greater preference for learning and challenge, an ability to self-regulate behaviour, and an ability to generate strategies for improvement (Blackwell, Trzesniewski, & Dweck, 2007;Burnette et al., 2013;Chiu, Dweck, Tong, & Fu, 1997;Chiu, Hong, & Dweck, 1997;Dweck & Leggett, 1988;Gunderson et al., 2013;W. Li & Lee, 2004). Furthermore, implicit beliefs are particularly powerful predictors of adaptive or maladaptive responses following a failure or setback (Dweck & Leggett, 1988). As such, implicit beliefs may be important in sports and physical activity contexts where: failures and setback are numerous and occur often; the development of expertise requires effort and persistence over the course of many years; and the core goals of participation often rela...

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“…Los resultados mostraron que la creencia implícita incremental sobre la habilidad deportiva predijo positivamente el índice de autodeterminación, mientras que la creencia implícita de entidad sobre la habilidad lo predijo negativamente. En esta misma línea, diversos estudios (Li, Lee, y Solmon, 2005;Ntoumanis y Biddle, 1999;Sarrazín, Vallerand, Guillet, Pelletier, y Cury, 2002;Sicilia et al, 2011) coinciden en la relación entre un contexto educativo-deportivo en el que se promueve una creencia implícita incremental sobre la habilidad deportiva (valoración del proceso y la superación personal), con una mayor motivación autodeterminada en los estudiantes. Contrastando la segunda hipótesis, se encontró que el índice de autodeterminación predijo negativamente la percepción de discriminación y positivamente la percepción de igualdad de trato.…”

Section: Discussionunclassified

Perception of Equal Treatment and the Importance of Physical Education of Adolescent Girls // Percepción de igualdad de trato e importancia de la educación física de alumnas adolescentes

2013

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ResumenEl estudio tuvo como objetivo analizar la relación predictiva entre las creencias implícitas de habilidad deportiva, el índice de autodeterminación, la percepción de discriminación, la percepción de igualdad de trato y la importancia y utilidad conferida a la educación física. Se utilizó una muestra de 330 alumnas con edades comprendidas entre los 13 y 16 años (M = 14.18; DT = 1.90). El análisis del modelo de regresión estructural mostró que la creencia incremental predijo positivamente el índice de autodeterminación, mientras que la creencia implícita de entidad lo hacía negativamente. El índice de autodeterminación predijo positivamente la percepción de igualdad de trato, la percepción de la importancia y utilidad concedida a la educación física y negativamente la percepción de discriminación. Los resultados son discutidos en relación a la promoción de un clima de aula centrado en la creencia incremental de que la habilidad deportiva se podría mejorar a través del aprendizaje, el esfuerzo y poder fomentar así una escuela coeducativa.Palabras clave: Educación física, discriminación, creencias implícitas de habilidad, motivación autodeterminada, coeducación. AbstractThe study aimed to analyze the relationship between implicit beliefs predictive of athletic ability, the rate of self-determination, perceived discrimination, perception of equal treatment and the importance and utility conferred to physical education. We used a sample of 330 students aged between 13 and 16 years (M = 14.18, SD = 1.90). The regression analysis of structural showed that incremental belief positively predicted self-determination index, while the implicit belief did negatively entity. The index positively predicted self-perception of equal treatment, the perception of the importance and value given to physical education and perceived discrimination negatively. The results are discussed in relation to the promotion of a classroom atmosphere focused on incremental belief that athletic ability can be improved through learning, effort and thus to foster co-educational school.

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Relationships among Dispositional Ability Conceptions, Intrinsic Motivation, Perceived Competence, Experience, and Performance

Cited by 66 publications

References 21 publications

Conceptions of ability and self-determined motivation in young Spanish athletes

Conceptions of ability and self-determined motivation in young Spanish athletes

A systematic review and meta-analysis of implicit theory research in sport, physical activity, and physical education

Perception of Equal Treatment and the Importance of Physical Education of Adolescent Girls // Percepción de igualdad de trato e importancia de la educación física de alumnas adolescentes

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