Thriving, Striving, or Just Surviving? TD Learning Conditions, Motivational Processes and Well-Being Among Norwegian Elite Performers in Music, Ballet, and Sport

Haraldsen, Heidi Marian; Nordin-Bates, Sanna M; Abrahamsen, Frank Eirik; Halvari, Hallgeir

doi:10.1080/02783193.2020.1728796

Cited by 24 publications

(48 citation statements)

References 70 publications

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“…Also in SDT, the origin of positive functioning and autonomous motivation (opposite to controlled motivation) are tied to competence, to the innate urge to interact effectively and master one’s surroundings (Elliot et al, 2002). Moreover, competence is especially activated in TDEs, where competence seems to be the currency that controls the conditional regard inherited in the controlling teaching/coaching style (Stabell, 2018; Haraldsen et al, in press), resulting in a strong conceptual coherence between the study variables in the model where CNF are used as the explanatory mechanism. More research is needed to extend this line of SDT-based research in diverse contexts.…”

Section: Discussionmentioning

confidence: 99%

The Role of Perfectionism and Controlling Conditions in Norwegian Elite Junior Performers’ Motivational Processes

et al. 2019

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Conceptualized within the framework of self-determination theory, the aim of the current study was to investigate the relation between perfectionistic concerns and (a) controlled (non-self-determined) motivation and (b) performance anxiety through basic psychological need frustration (frustration of competence, autonomy, and realtedness), and if these relations would be moderated by controlling teaching/coaching conditions. We used a cross-sectional moderated mediation design and purposefully selected Norwegian elite junior performers ( N = 171; mean age = 17.3; SD age = 0.94) from talent development schools, who completed an online questionnaire to report their perceptions of the study variables. Associations were examined using structural equation modeling. The results showed that perfectionistic concerns were positively associated with controlling conditions, basic needs frustration, controlled motivation, and performance anxiety. Reported controlling teaching/coaching conditions moderated the positive indirect relationship between perfectionistic concerns and (a) controlled motivation and (b) performance anxiety through competence need frustration. Specifically, these indirect associations were evident for performers reporting moderate or high levels of controlling teaching/coaching conditions. In contrast, there were no indirect associations via competence need frustration for those performers who reported low levels of controlling conditions. In conclusion, the results indicate that perfectionistic concerns appear to be a vulnerability factor that exposes elite junior performers to higher risks of entering a debilitative motivational process. This seems especially likely when exposed to controlling teaching/coaching conditions. Coaches and teachers working with elite junior performers should avoid using controlling mechanisms and instead foster autonomous functioning.

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Section: Discussionmentioning

confidence: 99%

The Role of Perfectionism and Controlling Conditions in Norwegian Elite Junior Performers’ Motivational Processes

et al. 2019

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“…Other studies using the P-PASS questionnaire have found a more even spread of scores for perceived parental control (e.g., Costa et al, 2016;Mageau et al, 2016). This potentially reflects the notion that Scandinavian sport culture is grounded in autonomy supportive principles (Carlsson et al, 2011;Haraldsen et al, 2020;Ronglan, 2015). Beyond sport, it has been suggested that parents in Scandinavia adopt a more autonomy supportive position when compared to parenting internationally.…”

Section: Early Specialisation and Perceptions Of Parental Influencementioning

confidence: 84%

Early specialisation among Swedish aesthetic performers: exploring motivation and perceptions of parental influence

Downing

Redelius

Nordin-Bates

2021

International Journal of Sport and Exercise Psychology

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Early specialisation is largely advised against, partly due to the postulated negative motivational implications. However, early specialisation is commonly considered necessary for high-level performance in aesthetic activities, such as gymnastics and dance. The present study, therefore, explores the relationship between motivation and early specialisation in a sample of Swedish aesthetic performers, from a self-determination theory perspective. The aims of this study were twofold: (1) to identify whether early specialisation is associated with motivation (autonomous motivation, controlled motivation, and dropout intentions) within a sample of aesthetic performers, and (2) to investigate if such relationships are moderated by perceptions of parental influence. Two hundred and ninety high-level aesthetic performers (M = 15.88 years old, SD = 2.34; 83% female) were recruited from Swedish clubs and schools to complete a questionnaire pack. The questionnaire pack included questions concerning demographic information, specialisation history, motivation, dropout intentions, and perceptions of parental influence. The results of our analyses do not support the claims that early specialisation is associated with negative motivational implications. In fact, the results show that those who reported a higher degree of specialisation ≤ 12 years old reported less controlled motivation than those who reported a lesser degree of early specialisation. Additionally, perceptions of parental influence were not found to moderate the relationship between early specialisation and motivation. These results are discussed in relation to the growing critique regarding the conceptualisation and measurement of early specialisation in sport literature.

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“…Throughout the anxiety literature, perfectionism is frequently implicated as a contributing or related factor (Botha, 2015; Clark et al, 2014; Dempsey, 2015; Dobos et al, 2019; Haraldsen, Solstad, et al, 2020; Kenny & Osborne, 2006; Kobori et al, 2011; Patston & Osborne, 2016; Sarikaya & Kurtaslan, 2018). A number of researchers have suggested that perfectionism pushes young musicians to set unachievable goals and to develop poor coping mechanisms (Patston, 2014; Patston & Osborne, 2016; Stoeber & Eismann, 2007).…”

Section: Mpa and Perfectionismmentioning

confidence: 99%

A critical review of child perfectionism as it relates to music pedagogy

Jeong

Ryan

2021

Psychology of Music

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Perfectionism as a construct has received increasing attention in recent years, in particular with regard to its potentially debilitating effects. In this critical literature review, the prevalence and development of perfectionism in school-age musicians are examined, with an eye to the implicit values of neoliberalism and settler colonialism represented in music curricula. Parent, teacher, and cultural influences are considered, as well as the role of perfectionism in children’s experience of music performance anxiety. Suggestions that perfectionism in this context may be a product of punitive methods in education and inequitable distribution of resources are discussed. Recommendations are made for pedagogical practices and research with children, as well as implications for parents, with specific attention focused on the need to deviate from the idea that perfect performances are the only measurements of success in music.

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Thriving, Striving, or Just Surviving? TD Learning Conditions, Motivational Processes and Well-Being Among Norwegian Elite Performers in Music, Ballet, and Sport

Cited by 24 publications

References 70 publications

The Role of Perfectionism and Controlling Conditions in Norwegian Elite Junior Performers’ Motivational Processes

The Role of Perfectionism and Controlling Conditions in Norwegian Elite Junior Performers’ Motivational Processes

Early specialisation among Swedish aesthetic performers: exploring motivation and perceptions of parental influence

A critical review of child perfectionism as it relates to music pedagogy

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