Motivation in Sport: An Achievement Goal Perspective in Young Spanish Recreational Athletes

Abstract

This study examined the relationship between goal orientations, perceived motivational climate, enjoyment, satisfaction, perception of ability, and preference for tasks with different levels of difficulty in Spanish athletes. To measure these variables 323 recreational athletes completed the Spanish versions of the Perception of Success Questionnaire, Perception of Significant Others' Sport Success Criteria Questionnaire, Enjoyment/Boredom scale, and Satisfaction in Sport Questionnaire. To measure perception of ability, athletes responded to two items reflecting a general perception and a comparative perception of their ability. Finally, preference for a task of different difficulty was measured by two items reflecting preference for easy and for challenging tasks. Analysis showed that scores on a positive ego orientation and negative task orientation were associated with maladaptive motivational patterns in sport. Such patterns involve lower perceptual ability, preference for easy tasks, and less enjoyment and satisfaction in sport activities.

Motivation and Physical Self-Concept in Physical Education: Differences by Gender

“…The replies are rated on a Likerttype scale, in which each item has a response range from 1 to 100 (anchors: 0 = strongly disagree and 10 = strongly agree). The Spanish version of this questionnaire showed a factor distribution and internal consistency coefficients similar to those obtained for American athletes and physical education students [28,29]. Likewise, the inventory for this study showed adequate internal consistency for each subscale, with Cronbach alpha coefficients from .93 for the ego orientation subscale and .87 for the task orientation subscale.…”

“…To measure students' dispositional goal orientation in physical education classes, the Spanish version [27][28][29]. This questionnaire has 12 items, of which six measure task orientation (e.g.…”

Analyzing Networks of Verbal Aggressiveness and Motivation

“…Extensive research has shown the attachment with prosperity, joy, task insistency, adaptability (Ntoumanis & Biddle, 1999;Roberts, 2012;Van De Pol, Kavussanu, & Ring, 2012), greater efforts, pleasure, decreased anxiety (Cunningham & Xiang, 2008;Kavussanu & Roberts, 2001;Atkins, Johnson, Force, & Petrie, 2015;, self-evaluation and general satisfaction (Kavussanu & Harnisch, 2000;Le Bars, Gernigon, & Ninot, 2009;Atkins et al, 2015). In a performance motivational climate instructors encourage social comparison, superficially stimulate students during learning process using on regulative evaluation and recompensing performance results (Ames, 1992;Ames & Archer, 1988;Murcia, Camacho, & Rodríguez, 2008;Keegan, Spray, Harwood, & Lavallee, 2010), and enhance thereby the competition among students complimenting the most talented students (Cervelló & Santos-Rosa, 2001;Nicholls, 1989;). Performance-related motivational climate induces feelings of anxiety, stress, confusion, boredom and withdrawal, as it prevails lack of motivation (Liukkonen, Barkoukis, Watt, & Jaakkola, 2010;Braithwaite, Spray, & Warburton, 2011;Cumming, Smoll, Smith, & Grossbard, 2007;Nerstad, Roberts, & Richardsen, 2013;Van De Pol et al, 2012;Granero-Gallegos et al, 2014;Ommundsen & KvalØ, 2007).…”

Futbolcu Kizlarin (12-15 Yaş) Spora Katilim Moti̇vasyonlarinin Beli̇rlenmesi̇

“…Görev, ego ve sosyal güdüler motivasyon üzerinde ayrıca rol oynarlar (12,18). Görev güdüsü içseldir ve bir katılımcı aktiviteye zevk ve kişisel ödül için girmeye karar verdiğinde ortaya çıkar (12).…”