Beyond positive and negative affect: Achievement goals and discrete emotions in the elementary physical education classroom

Do psychobiosocial states mediate the relationship between perceived motivational climate and individual motivation in youngsters?

“…Achievement goal researchers have adopted measures to assess constructs related to pleasant emotional states, such as enjoyment, satisfaction, interest, positive affect, and flow, and unpleasant emotional states, such as anxiety, distress, negative thoughts, negative affect, and boredom (e.g., Mouratidis, Vansteenkiste, Lens, & Vanden Auweele, 2009). Bortoli and colleagues were the first to examine the feasibility and the benefits of investigating pleasant/functional and unpleasant/dysfunctional psychobiosocial states as related to motivational climate and individuals' achievement goals in youth sport (Bortoli et al, 2009(Bortoli et al, , 2011(Bortoli et al, , 2012 and physical education (Bortoli & Robazza, 2007).…”

The Effects of Motivational Climate Interventions on Psychobiosocial States in High School Physical Education

“…In ego orientation, perception of ability is normatively referenced and success is a function of social comparison in the attempt of outperforming others. Compared to ego-oriented peers, high task-oriented students were shown to be more intrinsically motivated, enjoy learning experiences more frequently, feel less boredom, and experience positive activating emotions, such as enjoyment, hope, and pride (Mouratidis, Vansteenkiste, Lens, & Vanden Auweele, 2009). …”

Competence, achievement goals, motivational climate, and pleasant psychobiosocial states in youth sport

“…A variety of measures have been adopted to assess predictions stemming from achievement goal theory regarding constructs related to pleasant emotional states, such as enjoyment, satisfaction, interest, positive affect, and flow, and unpleasant emotional states, such as anxiety, distress, negative thoughts, negative affect, and boredom (Biddle, Wang, Kavussanu, & Spray, 2003;Mouratidis, Vansteenkiste, Lens, & Vanden Auweele, 2009). Emotion is usually conceived as reactions to stimulus events (either actual or imagined), which involves cognitive appraisal and processing, physiological changes, and behavioural components (e.g.…”