Factorial validity and internal consistency of the motivational climate in physical education scale (original) (raw)
Related papers
The „Motivational Climate in Physical Education Scale” in Greek Educational Context
Proceeding book, 2019
The principal aim of this study was to confirm the "Motivational Climate in Physical Educational Scale" (Soini, et al, 2014) in a Greek elementary school context. The internal consistency of the MCPES was also examined. 184 students of the last two grades of primary schools were participated the survey. The Greek version (Masadis, et al, 2019) of MCPES was used. The validity and reliability of the questionnaire were checked by performing a confirmatory factor analysis and an internal consistency analysis. Also, descriptive statistics, T-test and One-way Anova analysis were used. From the analysis we came to the following conclusions: a. the Cronbach's α values were high and the loadings of the confirmatory factor analysis supported the factors of the original scale. b. The factor "task involving" presents the highest M while the factor "ego involving" the lowest. c. Gender turns out an element that differentiates the factors "task involving", "autonomy" and "ego involving".
European Physical …, 2007
The aim of the present study was to investigate the differential relationships between five dimensions of motivational climate and achievement goals, as the latter have been conceptualized by the revised achievement goal theory. Adolescents (N = 336, M age = 13.45 years, SD = 1.04) participating in a summer camp in southern Greece took part in the study. The participants completed the Approach Avoidance Achievement Goal Questionnaire (AAAGQ; measuring mastery, performance-approach and performance-avoidance goals, as conceptualized by , and the Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ; measuring five dimensions of task-and ego-involving motivational climate). Hierarchical regression analyses indicated that, after controlling for age and gender, the dimensions of motivational climate predicted achievement goals differently. Specifically, the students' learning orientation dimension was the strongest predictor of mastery goals, the students' competitive orientation dimension was the strongest predictor of performance-approach goals, while the worries about mistakes dimension was the largest predictor of performance-avoidance goals. The findings of the present study indicate that there might be differential relationships between the dimensions of motivational climate and achievement goals in a physical education context.
International Journal of Environmental Research and Public Health
Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students’ social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students’ social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impu...
lnternational Electronic Journal of Elementary Education, 2020
The aim of this study was to carry out a preliminary validation of "Motivational Climate in Physical Education Scale" in Greek educational context and specifically in relation to elementary school students. The participants of the research were 184 (101 male and 83 female) students of grades 5th and 6th from four elementary schools, in different geographical areas of Greece. The Greek version of Motivational Climate in Physical Education Scale was used for the data collection. The statistical analyses that were applied included: descriptive analysis, exploratory factor analysis, reliability analysis and the One-way ANOVA analysis. The results showed that the questionnaire retains the structure of the four factors that its designers have recommended and the internal cohesion of the four factors was high (.85 the lowest and .90 the highest). Survey data revealed that the Greek version of the "Motivational Climate in Physical Education Scale" is a reliable tool for the measurement of motivational climate in the Greek educational elementary school environment, and the gender determines the climate of motivation with male students scoring higher in task involving and autonomy factors whereas female students perform better in task involving and relatedness.
Perceived motivational climate and intrinsic motivation in school physical education classes
European Journal of Psychology of Education, 1994
Research has shown that dispositional achievement goal orientations have important effects on motivation, affect and behaviour in sport and physical activity. However, rather less is known about the relationship between perceived ethos, or climate, of physical education (P.E.) classes and subsequent motivation. The purpose of this study, therefore, was to investigate the psychometric properties of an inventory assessing P.E. class climate and the relationship of subscales of the inventory with intrinsic motivation. Second order factor analysis revealed class climate dimensions of ‘mastery’ and ‘performance’, confirming prior research. The mastery dimension scores were found to significantly enhance the prediction of intrinsic motivation beyond that accounted for by perceived competence, whereas this was not the case for performance climate scores. MANOVA showed that children perceiving their P. E. class to be high inboth mastery and performance climate reported greater intrinsic motivation and perceived competence.
2008
Developing an understanding of youngster's motivation for physical education (PE) is becoming increasingly important. This study examined the interactive effects of children's multiple goal profiles and perceptions of the motivational climate on indices of self-determined motivation and affect in 429 students (201 boys, 228 girls; M age = 11.2, SD = .39) in northwest England. MANOVA results revealed a significant (p < .05) main effect for goal profiles and perceived motivational climate. Moreover, a significant interaction between goal profiles and perceived climate was found: Children with high mastery/high performance profiles had high levels of intrinsic motivation and identified regulation, regardless of the climate. In contrast, other profile groups (i.e., high mastery/low performance, low mastery/high performance, low mastery/low performance) were more likely to have high levels of intrinsic motivation and identified regulation from exposure to a perceived mastery climate. These results are discussed in terms of the contribution they appear to make to recent analyses of multiple goals.
The purpose of this work is double: 1) to develop a motivation profile of gymnastic in physical education and sport (PES) and, 2) to study the relationship between students' motivation to gymnastic exercises in educational setting and their performance during the competition of PES. The study population consists of 70 boys and 109 girls with an age ranging between 15 and 19, from physical education classes of the secondary school of Sbeïtla (Tunisia). The diagnostic study was performed during a teaching cycle of gymnastic to 13 sessions, where we measured the motivation of our students, using a questionnaire. This questionnaire is composed of seven scales measuring students' motivation to practiced gymnastics activity. Exploratory and confirmatory factor analyzes determine the validity and fidelity of the questionnaire on motivation in gymnastic. Motivational profile of students in gymnastic activities as well as the level of motivation on the continuum of self-determination...
Motivational Climate and Students’ Emotional Experiences and Effort in Physical Education
The Journal of Educational Research, 2010
The aim of the study was to examine the impact of a self-determined motivational climate including support of autonomy, relatedness, task involvement, and ego-involving climate on students' affective responses and effort in physical education. The sample involved 338 sixth-grade students (11-12 years old) who completed a questionnaire battery incorporating measures of motivational climate, enjoyment, trait anxiety in physical education, and effort. The results of the reliability and confirmatory factor analyses supported the psychometric properties of the measures. Multiple regression path analysis results indicated that task-involving climate, autonomy, and relatedness support had more positive influences on pupils' affective responses in comparison to an ego-involving climate.
Journal of sports science & medicine, 2017
The present paper examined the full sequence of the Hierarchical Model of Motivation in physical education (PE) including motivational climate, basic psychological needs, intrinsic motivation, and related links to contextual enjoyment, knowledge, performance, and total moderate to vigorous physical activity (MVPA). Gender differences and correlations with body mass index (BMI) were also analyzed. Cross-sectional data was represented by self-reports and objective assessments of 770 middle school students (52% of girls) in North-East Finland. The results showed that task-involving climate in girls' PE classes was related to enjoyment and knowledge through physical competence and intrinsic motivation, whereas task-involving climate was associated with enjoyment and knowledge via competence and autonomy, and total MVPA via autonomy, intrinsic motivation, and knowledge within boys. This may indicate that girls and boys perceive PE classes in a different way. Graded PE assessments app...
2015
AbstractThe present research tested the longitudinal and hierarchical influences of students' climate perception on the development of achievement motives in Physical Education (PE). Students from Switzerland (N = 919; 45 classes; 50.1% female, age: M = 13.2, SD = 0.6) responded to the questionnaire. Perceived climate was measured using the German LASSO scales (Von Saldern & Littig, 1987), namely teacher care, classmate cooperativeness and satisfaction with teaching. To assess sport specific achievement motives (Hope of Success, HS; Fear of Failure, FF), we used a validated German scale from Elbe, Wenhold, and Muller (2005). Multilevel analysis revealed a link between perceived climate on change of students' motivation in PE. The investigation also identified factors determining motivation decline caused by the classroom environment and teachers. Moreover, results showed significant gender effects on both motives and a significant impact of individual teacher care on the HS....