Turkish Students’ Opinions about Their Perceived Motivational Climate and Effort/Persistence in Physical Education (original) (raw)
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Factorial validity and internal consistency of the motivational climate in physical education scale
Journal of sports science & medicine, 2014
The aim of the study was to examine the construct validity and internal consistency of the Motivational Climate in Physical Education Scale (MCPES). A key element of the development process of the scale was establishing a theoretical framework that integrated the dimensions of task- and ego involving climates in conjunction with autonomy, and social relatedness supporting climates. These constructs were adopted from the self-determination and achievement goal theories. A sample of Finnish Grade 9 students, comprising 2,594 girls and 1,803 boys, completed the 18-item MCPES during one physical education class. The results of the study demonstrated that participants had highest mean in task-involving climate and the lowest in autonomy climate and ego-involving climate. Additionally, autonomy, social relatedness, and task- involving climates were significantly and strongly correlated with each other, whereas the ego- involving climate had low or negligible correlations with the other cl...
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.
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.
Τhe purpose of the study was to examine grade and gender differences in students’ motivational regulations for participating in school physical education. Participants were 1402 students, 681 boys and 704 girls (17 students were excluded as they did nοt provide grade or gender), of 5th (n=358), 7th (n=348), 9th (n=346) and 11th grade (n=333), who participated in 72 regular physical education classes from 33 schools of 11 cities in central and north Greece. The motivational regulation questionnaire (Goudas, Dermitzaki & Bagiatis, 2000) with the addition of the amotivation subscale (Goudas, 1994) was used for the evaluation of students’ motivational regulations. Four (grade) x 2 (gender) ANOVAs and post hoc comparisons revealed significant reduction in intrinsic motivation and identified regulation from 5th to 7th, from 7th to 9th and from 9th to 11th grade, while boys, independently of grade, referred higher levels of intrinsic motivation and identified regulation compared with girls...
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....
Medicine & Science in Sports & Exercise, 2008
Introduction. Physical Education (PE) is a way of promoting sports in adolescents, and teachers can encourage this sport adherence by generating motivation in students through their teaching intervention. The aim of the study was to develop and implement teaching intervention strategies to generate an optimal motivational climate and assess their impact on different variables that affect students' situational motivation in Physical Education classes. The Achievement Goal Theory and the Self-determination Theory were taken as reference. Method. The intervention was based on the TARGET areas, developing an orientational teaching unit with the participation of 113 3 rd year ESO (secondary education) students (58 boys and 53 girls; M age = 14.83 and SD= 0.72), who were divided into an experimental group (n=46) and a control group (n=67). Different instruments were used to measure perceived motivational climate, basic psychological needs, self-determined situational motivation and affective consequences (satisfaction-enjoyment and boredom). Results. The results showed that the experimental group obtained significantly higher values with respect to the control group in the mastery motivational climate, as well as in autonomy, perceived competence, identified regulation and satisfaction-enjoyment. The amotivation values were significantly lower in the experimental group. Discussion. The results highlight the importance of the PE teacher transmitting task motivational climates to optimise different variables that affect motivation in PE classes, thus improving the teaching-learning process Conclusion. We highlight that the TARGET areas are effective to optimise the teaching intervention in the orientational content and to help improve the students' motivation in PE.
The aim of this study was to analyse whether conducting physical education lessons according to different motivational climates leads to a significant difference between students' achievement goals, motivational strategies and attitudes towards physical education. Participants (81-ninth grade students) were allocated to one of three experimental groups. The researchers conducted a 12-week programme of physical education lessons with the experimental groups. The programme used the same lesson plans; however, in each experimental group, the researchers created different motivational climates (mastery, performance approach or performance avoidance) according to the Motivational Climate Observer Control List. The students' achievement goals, motivational strategies and attitudes towards physical education were measured at the beginning and end of the semester. Consequently, it was observed that the mastery-and performance-approach focused-motivational climates within physical education lessons produced positive outputs in terms of cognitive and affective scores.
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.
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".
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...