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

Background: A distinction is made in Achievement Goal Theory (AGT) between task-oriented (i.e. effort, intra-individual progress, and self-comparison) and ego-oriented (i.e. inter-individual progress and normative comparison) climates. Combining insights from AGT and Self-Determination Theory (SDT), studies in the PE context have shown that a task-oriented climate positively relates to need satisfaction, although the findings regarding the motivating role of an ego-oriented climate are inconsistent. Moreover, little is known about the role of task- or ego-oriented climates in explaining experiences of basic psychological need frustration.

Purpose: Grounded in AGT and SDT, the aim of the present study was to examine if experiences of basic psychological need satisfaction and need frustration can explain why task- and ego-oriented climates elicit positive and negative motivational outcomes in PE, respectively.

Research design: Cross-sectional study.

Method: A sample of 524 secondary school students (51.1% boys, M_age?=?14.51; SD?=?1.81) from five different secondary schools participated in this study. Students reported on their perceptions of task- and ego-oriented climates, motivational regulations, basic psychological need satisfaction, and need frustration, as well as positive and negative outcomes in PE. Structural equation modeling was used to investigate our objective.

Results: We found that a task-oriented climate had a strong and positive relationship with basic psychological need satisfaction, eliciting a bright pathway to autonomous motivation and affective attitude. An ego-oriented climate was positively related to basic psychological need frustration, eliciting a dark pathway to amotivation and boredom. A negative cross-path from task-oriented climate to basic psychological need frustration was also found, while no significant cross-paths were found from ego-oriented climate to basic psychological need satisfaction.

Conclusions: This study provides a better understanding of the mechanisms that explain why task- and ego-oriented climates shape students’ motivational experiences in PE lessons. It is suggested that a task-oriented climate elicits a bright pathway towards more optimal functioning, because it fosters experiences of need satisfaction and buffers against experiences of need frustration. In contrast, an ego-oriented climate is primarily positively related to feelings of need frustration and negative motivational outcomes. Practical implications for PE teacher training are discussed.     

Performative technologies and teacher subjectivities: A conceptual framework

Critical educational literature suggests that an increased reliance upon performative technologies is currently transforming the very foundations from which teacher subjectivities are constructed. Arguably though, the number of studies pointing to this risk or tendency is considerably larger than the ones theorising why this should be the case. Further, in those cases where the relationship between performative technologies and teacher subjectivities is theorised, the psychological mechanisms that the technologies appeal to are seldom brought to the fore. Based on this, the purpose of this article is to theorise the psychological mechanisms that performative technologies appeal to and work through, by means of identifying, systematising and elaborating extant understandings of such mechanisms in the critical educational literature. The results are presented in the form of a conceptual framework (referred to as the CMIS-framework) which suggests that one and the same performative technology may play many different roles, where each such role appeals to and works through a particular psychological mechanism. Importantly, depending on the type of psychological mechanism that is appealed to, the CMIS-framework suggests that this will lead to teachers (un)consciously conducting particular forms of subjectivising work upon themselves, here referred to as compliance, mirroring, identification and self-realisation (CMIS).     

“互联网+”背景下大学生心理健康教育的“心”路径

文章针对高校心理健康教育课程教学设置学时少,无法满足大学生心理健康持续发展的“心”需要的问题,讨论了如何充分发挥新媒体的功能与特性,使新媒体能够成为大学生心理健康教育的“心”出路,开启网络心理健康教育的“心”时代。     

新时代我国少数民族地区体育公共服务分层治理研究

采用文献资料法等研究方法对新时代我国少数民族地区体育公共服务分层治理进行研究，旨在为提高我国少数民族地区体育公共服务质量和建设体育强国提供建议。研究认为，少数民族地区体育公共服务分层治理是基于我国社会分层的现状以及各阶层体育需求和参与特征存在的差异而采取的差异性治理方式，分层治理有"因层制宜"的意蕴，有利于促进我国少数民族地区体育公共服务均等化和改变少数民族地区体育公共服务"供给不足"和"供非所需"的困境。现阶段我国少数民族地区体育公共服务分层治理的思路包括明确少数民族地区体育公共服务分层治理主体责任、完善少数民族地区体育公共服务分层治理资金保障机制、积极探索少数民族地区体育公共服务分层供给方式、构建少数民族地区体育公共服务分层治理协商机制、建立少数民族地区体育公共服务分层供给绩效评价体系。     

基于体质现状的大学体育课堂教学改革研究

随着素质教育的不断深化,根据学生的实际情况来构建新型教育模式,已经成为了教育领域的必然趋势。如今,大学生体质问题备受关注。高校体育教学应该根据学生的实际情况出发,构建契合学生体质实际的体育教学模式。对于大学体育课程教师而言,就需要充分考虑到这一点。本文就针对这部分内容进行了探讨,提出几点建议。     

太极拳对普通大学生心理健康影响的实验研究

太极拳是中华民族的优秀文化遗产，“是一种不可多得的修心养性的体育形式”。大学生的心理健康水平直接影响到人才的质量。近些年来，学生的心理健康状况不容乐观，通过实验法、数据统计法证实太极拳对大学生的心理健康具有显著的效果，指出太极拳的“健心”功效在“人际关系因子”上没有显著性差异，可能是太极拳强调了人练习的原因，故建议集体进行太极拳练习。     

女排运动员的身心特征及训练要求

从女排队员人体解剖、生理机能、心理状态、技战术特点及发展趋势等方面阐述女排队员的特征及训练原则，为女排运动训练及比赛提供一定的理论依据。     

从当前中小学体育教学现状看高校体育教育专业的教学改革

在新的历史时期，研究中小学校体育教学现状对于高等体育教育专业的教学改革十分必要。本主要采用问卷调查和献分析等方法对我国16个省、直辖市、自治区的241所中小学校进行问卷调查和分析，发现：当前中小学校体育教师的教学工作负担过重，科研的整体水平偏低，法律意识淡薄等不利因素；同时提出：在现阶段的高等体育教学中，应当加强对学生科研能力的培养，技术教学要突出“多能一专”的教学思想，并建议有关部门关注体育教师的“减负”问题。     

奥运会对提升国民凝聚力心理因素的分析

以哲学和社会学为视角 ,以社会心理学、心理学理论和体育学为基础 ,运用文献法、访谈法和比较法等方法 ,对奥运会提升国民心理凝聚力、凝聚力构成因素及条件、产生社会效益等问题进行分析 ,认为奥运会对振奋民族精神、唤醒民族意识、维系民族情感具有显著作用 ,同时也丰富凝聚力理论外延与内涵。     

甘肃省大学生心理健康状况调查

运用问卷调查、文献资料调研和数理统计等方法 ,对甘肃省 9所高校的 94 3名男、女大学生进行了心理健康状况的调研分析 ,据此提出了若干建议。