Motivational Climate, Basic Psychological Needs, and Students’ Self-Talk in Physical Education

Abstract

The purpose of this study was to examine the relationships between students’ perceived motivational climate (mastery and performance), satisfaction of basic psychological needs (autonomy, competence, and relatedness), and self-talk (positive and negative) in physical education (PE). Six hundred six students (282 males, 315 females, 9 did not provide their gender), aged 10 to 17 years old (Mage = 13.32 ± 2.12), from seven primary schools (n = 250), five secondary schools (n = 131), and eight high schools (n = 225) in Greece voluntarily participated in this study. During a PE class, students completed online a number of valid and reliable questionnaires measuring perceived motivational climate, basic psychological needs, and self-talk. Results showed that students’ positive self-talk was positively related to mastery motivational climate, autonomy, competence, and relatedness. In contrast, negative self-talk was positively related only to performance motivational climate and negatively related to perceived mastery climate, competence, and relatedness. Separate hierarchical regression analyses revealed that perceived mastery climate and competence were the most significant predictors of students’ positive self-talk. On the contrary, perceived performance climate, competence, and autonomy were the most significant predictors of students’ negative self-talk. On the basis of the results, it seems that PE teacher-initiated motivational climate and satisfaction of basic psychological needs is strongly related to students’ self-talk.

Jigsaw Puzzle technique vs. traditional group work: academic performance and satisfaction of the university students

“…Furthermore, one of the most widely used theories to explain academic success in students is the achievement goal theory, which focuses on analyzing how students adopt different types of goals: mastery motivational or performance motivational (Elliot, 2005). In this sense, the motivational climate generated by the professor in the classroom (mastery motivational climate or performance motivational climate) is a precursor of students' goal orientations, which have a powerful influence on motivation, basic psychological needs, and performance (Brisimis et al, 2022). Therefore, a positive effect of innovative methodologies on this aspect has been reported (Vaquero-Cristóbal et al, 2021).…”

The Role of Big Five Personality Traits, Basic Psychological Need Satisfaction, and Need Frustration in Predicting Athletes’ Organic Self-Talk

“…BPNs Satisfaction, Frustration, and Athletes' Organic Self-Talk Self-determination theory (SDT; [46,47]) is a meta-theory of human motivation and personality that has been applied in a variety of life domains (e.g., sport and exercise, education, workplace, health care, personal relationships, psychotherapy) and cultures, receiving a plethora of empirical support. Besides these, SDT has also provided a framework that could help us to enhance our understanding regarding the antecedents [10,48,49] and the interpretation of self-talk [50]. More particularly, Basic Psychological Needs Theory (BPNT; [47]), one of the six mini-theories within the SDT, proposes that people have three BPNs for autonomy, competence, and relatedness, the satisfaction of which is essential for optimal functioning, growth, and well-being [47,51].…”

“…With regard to the study of organic self-talk antecedents, in a study conducted in the context of physical education, Brisimis [48] examined among primary and secondary education students the relationships between need satisfaction, need frustration, and organic self-talk. The researchers used the ASTQS for the assessment of organic self-talk, as it was adapted for the context of physical education.…”