A Multilevel Approach to Motivational Climate in Physical Education and Sport Settings: An Individual or a Group Level Construct?
Motivational climate is inherently a group-level construct so that longitudinal, multilevel designs are needed to evaluate its effects on subsequent outcomes. Based on a large sample of physical education classes (2,786 students, 200 classes, 67 teachers), we evaluated the effects of classroom motiv...
| Publicado en: | Journal of Sport & Exercise Psychology Vol. 26; no. 1; pp. 90 - 119 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Human Kinetics Publishers, Inc.
Mar2004
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507891839&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507891839 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 08952779 SEG jtl: Journal of Sport & Exercise Psychology issn: 08952779 maglogo: N pubinfo: dt: Mar2004 vid: 26 iid: 1 pid: 553 pub: Human Kinetics Publishers, Inc. artinfo: ui: 507891839 ppf: 90 ppct: 29 formats: tig: atl: A Multilevel Approach to Motivational Climate in Physical Education and Sport Settings: An Individual or a Group Level Construct? aug: au: Papaioannou, Athanasios Marsh, Herbert W. Theodorakis, Yannis su: Sports -- Psychological aspects Motivation (Psychology) Classroom environment sug: subj: Sports -- Psychological aspects Motivation (Psychology) Classroom environment ab: Motivational climate is inherently a group-level construct so that longitudinal, multilevel designs are needed to evaluate its effects on subsequent outcomes. Based on a large sample of physical education classes (2,786 students, 200 classes, 67 teachers), we evaluated the effects of classroom motivational climate (task-involving and ego-involving) and individual goal orientations (task and ego) on individual students' outcomes (intrinsic motivation, attitudes, physical self-concept, and exercise intentions) collected early (T1) and late (T2) in the school year. Using a multilevel approach, we found significant class-average differences in motivational climate at T1 that had positive effects on T2 outcomes after controlling T1 outcomes. Although there was no support for a “compatibility hypothesis” (e.g., that task oriented students were more benefited by task-involving motivation climates), the stability of goal orientations was undermined by incompatible climates. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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