The influence of motivational climates and goal orientations on satisfaction with physical education in senior high school students

Assessment of Causal Relationships Between Motivational Climates, Goal Orientations and “Zest for Living” in Junior High School Physical Education Classes*

“…The names of the observed variables in the model correspond to the scores of each subscale collected in this study. In the aforementioned motivational climates research in physical education centered on cross-sectional research (see Ferrer Caja & Weiss, 2000;Moreno et al, 2011;Nakasuga et al, 2015Nakasuga et al, , 2017, the perception of the motivational climate (independent variable) stipulates each students' task or ego orientation (mediating factor). Thus, these studies present a model of how students hold their task or ego orientations (mediating factor) and how these orientations impact different developed education content (dependent variable).…”

“…Therefore, practicing physical education that emphasizes a performance climate (which lowers task orientation), needs to be conducted carefully. It is noteworthy that the results of a cross-sectional study by Nakasuga et al (2014Nakasuga et al ( , 2017 suggested that performance climate may be associated with a certain level of risk, but that it does not necessarily hinder learning. In this regard, this study also found a weak but positive causal relationship with ZL after observing a cyclical relationship between performance climate and ego orientation across Research 1 to Research 4, indicating improvement of both climates.…”

“…It consists of two aspects: the performance climate, where ability is valued and achievement through competition is emphasized, and the mastery climate, where effort is valued and the process toward attainment of mastery is emphasized (Ames, 1992;Nishida & Ogata, 2008;Roberts, 1992;Roberts & Kristiansen, 2012). Thus, the motivational climate can be utilized as a conceptual base for examining environmental factors in physical education situations (Fujita & Sugihara, 2007;Nakasuga et al, 2015Nakasuga et al, , 2017. Furthermore, there is also the concept of a cooperative climate (a climate in which collaborative experiences with peers are valued, emphasizing the interaction between students more than skill acquisition and comparison with others (competition)).…”

“…Using cross-sectional and longitudinal research procedures, studies have begun to examine the effects of and relationships between these variables. In such crosssectional studies, hypothesized models which set mastery and performance climates as independent variables, task/ego orientations as mediating variable, and normative behavior during physical education classes (Moreno et al, 2011), satisfaction (Nakasuga et al, 2017), intrinsic motivation (Ferrer Caja & Weiss, 2000), and expectations toward sports activities (Nakasuga et al, 2015) as dependent variables were developed. Analysis of these models confirmed that there are both direct and indirect relationships between the variables.…”

“…It is also used to estimate causal relationships between ex-perience in athletic clubs and life skills in the field of physical education and sports psychology (Shimamoto & Ishii, 2010). Most of the available Japanese studies focusing on motivational climates and goal orientation in physical education learning scenes (Hara & Matsuda, 2008.;Ito et al, 2013;Nakasuga et al, 2014Nakasuga et al, , 2015Nakasuga et al, , 2017) have adopted a cross-sectional survey procedure to simultaneously measure each variable of independent, mediating, and dependent variables. However, this particular research method has a limitation of only being able to identify the positive or negative relationship between variables and their direction as a hypothesis (Shimamoto & Ishii, 2010).…”