The role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in Physical Education

García-González, Luis; Sevil‐Serrano, Javier; Abós, Ángel; Aelterman, Nathalie; Haerens, Leen

doi:10.1080/17408989.2019.1592145

Cited by 49 publications

(56 citation statements)

References 39 publications

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“…In such a climate, feelings of success are more readily achievable than in a performance (or ego-involving) climate, with normative-based criteria [69,70]. A performance climate in PE has recently been found to positively relate to basic psychological need frustration, amotivation and boredom [71]. Our study endorses these findings.…”

Section: Motivational Characteristics M (Sd) M (Sd) M (Sd) M (Sd) P F ωsupporting

confidence: 80%

Similar but different: Profiling secondary school students based on their perceived motivational climate and psychological need-based experiences in physical education

Weeldenburg¹,

Borghouts²,

Slingerland³

et al. 2020

PLoS ONE

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The purpose of this study was to provide more insight into how the physical education (PE) context can be better tailored to the diverse motivational demands of secondary school students. Therefore, we examined how different constructs of student motivation in the context of PE combine into distinct motivational profiles, aiming to unveil motivational similarities and differences between students' PE experiences. Participants were 2,562 Dutch secondary school students, aged 12-18, from 24 different schools. Students responded to questionnaires assessing their perception of psychological need satisfaction and frustration, and perceived mastery and performance climate in PE. In order to interpret the emerging profiles additional variables were assessed (i.e. demographic, motivational and PE-related variables). Two-step cluster analysis identified three meaningful profiles labelled as negative perceivers, moderate perceivers and positive perceivers. These three profiles differed significantly with regard to perceived psychological need satisfaction and frustration and their perception of the motivational climate. This study demonstrates that students can be grouped in distinct profiles based on their perceptions of the motivational PE environment. Consequently, the insights obtained could assist PE teachers in designing instructional strategies that target students' differential motivational needs.

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Section: Motivational Characteristics M (Sd) M (Sd) M (Sd) M (Sd) P F ωsupporting

confidence: 80%

Similar but different: Profiling secondary school students based on their perceived motivational climate and psychological need-based experiences in physical education

Weeldenburg¹,

Borghouts²,

Slingerland³

et al. 2020

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…The latter leads to the self-regulation of the individual's behavior, remaining in the activity due to the internal satisfaction it produces. However, controlled motivation facilitates nonadaptive behaviors in that the student tends to move away from the activity if the obligation disappears and/or is not rewarded [18].…”

Section: Self-determination Theorymentioning

confidence: 99%

Physical Education Classes as a Precursor to the Mediterranean Diet and the Practice of Physical Activity

et al. 2020

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Physical activity and a healthy, balanced diet are remaining unresolved issues among young people. According to the World Health Organization, young people do not get enough exercise during the week, and physical education classes are the best way to promote healthy habits. This study aims to analyze how the role of the teacher influences the frustration of psychological needs, coping strategies, motivation, and the adoption of healthy eating habits through the Mediterranean diet and the regular practice of physical activity. The study involved 1031 boys and 910 girls between the ages of 13 and 18. To explain the relationships between the different variables included in this study, a model of structural equations has been developed. The results showed that autonomy support negatively predicted the frustration of four psychological needs. The failure to meet four psychological needs negatively predicted resilience. Likewise, resilience positively predicted autonomous motivation, and this positively predicted the Mediterranean diet and the practice of physical activity. Thus, the results obtained in the present study are in line with those of various studies wherein physical education classes were seen to help consolidate healthy living habits.

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“…In relation to the conceptual framework provided by SDT, any individual's motivation to participate in physical activity, as well as their continued adherence to physical activity, can be considered to be strongly related to their level of autonomous motivation (Friederichs et al, 2015). Researchers have examined whether teaching practices and behaviors can be modified to influence psychological need satisfaction and subsequent physical activity levels using these theoretically derived principles (Aibar et al, 2015;García-González et al, 2019). Research grounded in SDT has been particularly beneficial in addressing the importance of instructor autonomy support in contributing to student motivation for physical activity (Alcaraz et al, 2017).…”

Section: The Social Context and Motives For Physical Activity Involvementioning

confidence: 99%

Effects of an Autonomy-Supportive Physical Activity Program for Compensatory Care Students During Recess Time

et al. 2020

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The purpose of this study was to examine the effects of a physical activity-based intervention conducted during recess time for Spanish students with special needs. The intervention was designed to utilize an autonomy-supportive motivational style to promote feelings of autonomy and to contribute to increased physical activity involvement in these students. Participants were 62 students in the fifth and sixth year of elementary school, with ages between 10 and 12 years (M = 10.75 years, SD = 0.80 years). Students' perceptions of autonomy support, satisfaction of basic psychological needs, sport and physical activity motivation and actual physical activity level were assessed. A quasi-experimental design was employed with two intervention groups (autonomy-supportive and controlling styles), as well as a control group. Results indicated that students in the autonomy-supportive condition demonstrated a significant increase in feelings of autonomy and increased their physical activity levels while demonstrating a significant decrease in extrinsic motivation over the course of the intervention. The results provide support for the expectation that well-designed and theoretically based physical activity interventions can optimize learning and motivational outcomes for students in inclusive physical education settings.

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The role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in Physical Education

Cited by 49 publications

References 39 publications

Similar but different: Profiling secondary school students based on their perceived motivational climate and psychological need-based experiences in physical education

Similar but different: Profiling secondary school students based on their perceived motivational climate and psychological need-based experiences in physical education

Physical Education Classes as a Precursor to the Mediterranean Diet and the Practice of Physical Activity

Effects of an Autonomy-Supportive Physical Activity Program for Compensatory Care Students During Recess Time

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