目标取向和动机对大学生体育锻炼的影响

在高校体育中,教师必须充分理解学生参加体育锻炼的动机,才能更好地实现学校体育的目标。因此,研究主要从大学生参加体育锻炼的动机(包括各种参加体育锻炼的原因)和成就目标取向的关系作调查研究。对412名不同专业一二年级的大学生,采用体育锻炼参与动机问卷调查(PMQ;Gilletal,1983),体育任务和自我取向问卷(TEOSQ;Duda&Whitehead,1996),对大学生体育锻炼的成就动机作评价。分析显示目标取向与个体动机模式(例如团队精神,技术提高等)相关,自我取向和不同的个体动机模式上存在显著联系(如社会地位和赏识)。结果表明,大学生参加体育锻炼的动机可以通过提高目标取向而提高。     

The influence of domain specificity on motivation in physical education

With the assumption that domain specificity would significantly influence students' motivation, our study was designed to investigate between- and within-domain relations of task value, perceived autonomy and competence, and achievement goal orientations across physical education and mathematics. Urban adolescents (N = 273, ages 12-14 years) completed questionnaires assessing these motivational constructs in both subjects. Based on our confirmatory factor analyses and fit indexes, all motivational constructs demonstrated strong subject specificity. Strengths of associations between physical education and mathematics differed by individual motivational constructs. Within-domain interrelations of these constructs were not consistent across physical education and mathematics. Our findings suggest that domain specificity in physical education plays a significant role in students' motivation.     

Goal striving, goal attainment, and well-being: adapting and testing the self-concordance model in sport

Grounded in self-determination theory (Deci & Ryan, 1985) and the self-concordance model (Sheldon & Elliot, 1999), this study examined the motivational processes underlying goal striving in sport as well as the role of perceived coach autonomy support in the goal process. Structural equation modeling with a sample of 210 British athletes showed that autonomous goal motives positively predicted effort, which, in turn, predicted goal attainment. Goal attainment was positively linked to need satisfaction, which, in turn, predicted psychological well-being. Effort and need satisfaction were found to mediate the associations between autonomous motives and goal attainment and between attainment and well-being, respectively. Controlled motives negatively predicted well-being, and coach autonomy support positively predicted both autonomous motives and need satisfaction. Associations of autonomous motives with effort were not reducible to goal difficulty, goal specificity, or goal efficacy. These findings support the self-concordance model as a framework for further research on goal setting in sport.     

A person-centered approach to achievement goal orientations in competitive tennis players: Associations with motivation and mental toughness

Background:Research on achievement goal orientations in sport has typically relied on the use of variable-centered approaches that tend to overlook population heterogeneity.In this study,we used a person-centered approach to identify subgroups of competitive tennis players according to unique combinations of achievement goal orientations and tested for subgroup differences in motivation and mental toughness.Methods:A sample of 323 competitive tennis athletes(69.35%male)between 15 and 25 years of age(17.60±2.40 years,mean±SD)completed the 3×2 Achievement Goal Questionnaire for Sport,Sport Motivation Scale Ⅱ,and Mental Toughness Index.Latent profile analysis was used to identify unique combinations of achievement goal orientations.Comparisons between latent subgroups on autonomous motivation,controlled motivation,and mental toughness were performed using analysis of variance.Results:Latent profile analysis supported 3 distinct patterns of achievement goal profiles that were primarily distinguishable based on valence of competence(i.e.,approach vs.avoidance).Analyses of variance indicated that athletes who were classified into subgroups that endorsed approach types of goals(regardless of the types of avoidance goals they endorsed)reported higher levels of autonomous motivation and mental toughness.Conclusion:Results indicated that athletes tend to pursue a number of achievement goals collectively rather than in isolation.Although approach goals are more commonly linked to adaptive psychological functioning and positive outcomes,avoidance goals may also be associated with desirable psychological characteristics if they are pursued in conjunction with approach types of achievement goals.     

Students' perceptions of the motivational climate, achievement beliefs, and satisfaction in physical education

The present study examined the relationship between students' perceptions of the motivational climate and beliefs about the causes of success, preference for challenging tasks, and satisfaction in physical education. Responses of 50 female and 46 male students (M age = 12.08 years; SD = .72) showed that perceptions of a mastery-oriented motivational climate were related to the belief that motivation or effort caused success and satisfaction. In contrast, perceptions of a performance climate were related to the belief that deception caused success and related negatively to the students' preference for challenging tasks. Results of hierarchical regression analyses revealed that perceptions of the motivational climate explained a significant amount of unique variance in the students' responses after controlling for dispositional goal orientations. The results suggest that the teacher can influence the salience of a mastery-oriented climate and, in so doing, optimize a child's motivation in physical education.     

Predicting objectively assessed physical activity from the content and regulation of exercise goals: evidence for a mediational model

Grounded in self-determination theory (Deci & Ryan, 2000), the purpose of this work was to examine effects of the content and motivation of adults' exercise goals on objectively assessed moderate-to-vigorous physical activity (MVPA). After reporting the content and motivation of their exercise goals, 101 adult participants (Mage = 38.79 years; SD = 11.5) wore an ActiGraph (GT1M) accelerometer for seven days. Accelerometer data were analyzed to provide estimates of engagement in MVPA and bouts of physical activity. Goal content did not directly predict behavioral engagement; however, mediation analysis revealed that goal content predicted behavior via autonomous exercise motivation. Specifically, intrinsic versus extrinsic goals for exercise had a positive indirect effect on average daily MVPA, average daily MVPA accumulated in 10-min bouts and the number of days on which participants performed 30 or more minutes of MVPA through autonomous motivation. These results support a motivational sequence in which intrinsic versus extrinsic exercise goals influence physical activity behavior because such goals are associated with more autonomous forms of exercise motivation.     

A longitudinal perspective of the relationship between perceived motivational climate, goal orientations, and strategy use

Achievement goal theory suggests that goal orientations and the perceived motivational climate may influence one another and other motivational variables over time. Therefore, the purpose of this study was threefold: (a) to examine the relationship between perceived motivational climate and goal orientations over time (b) to investigate how goal orientations may fluctuate when the climate was in opposition to the initial goal orientation, (c) to determine how the climate may impact practice strategies. A set of inventories was administered to 162 college students at preselected times throughout several 16-week physical activity classes. Changes occurred in students' goal orientations, particularly when the perceived motivational climate was in opposition to their goal orientation. Aspects of the task-involving climate positively predicted practice strategies.     

Empirical links between achievement goal theory and self-determination theory in sport

The aim of this study was to examine the empirical links between achievement goal theory and self-determination theory in sport. Addressing theoretical and methodological limitations of previous research, the study tested the independent and interactive effects of goal orientations and perceived competence on seven motivational variables with different degrees of self-determination. Regression analyses of data collected from 247 British university students showed that task orientation predicted motivational variables with high self-determination. In contrast, ego orientation predicted motivational variables with low self-determination. Perceived competence predicted both high self-determined and low self-determined motivational variables. A significant interaction emerged between task and ego orientations in predicting external regulation. The results suggest the adaptive role of task orientation in facilitating self-determined motivation in sport. However, the findings are not conclusive, as the variance explained in most analyses was relatively small. Suggestions are offered for a more comprehensive empirical testing of the links between the two theories.     

Empirical links between achievement goal theory and self-determination theory in sport.

The aim of this study was to examine the empirical links between achievement goal theory and self-determination theory in sport. Addressing theoretical and methodological limitations of previous research, the study tested the independent and interactive effects of goal orientations and perceived competence on seven motivational variables with different degrees of self-determination. Regression analyses of data collected from 247 British university students showed that task orientation predicted motivational variables with high self-determination. In contrast, ego orientation predicted motivational variables with low self-determination. Perceived competence predicted both high self-determined and low self-determined motivational variables. A significant interaction emerged between task and ego orientations in predicting external regulation. The results suggest the adaptive role of task orientation in facilitating self-determined motivation in sport. However, the findings are not conclusive, as the variance explained in most analyses was relatively small. Suggestions are offered for a more comprehensive empirical testing of the links between the two theories.     

Predicting motivational regulations in physical education: the interplay between dispositional goal orientations,motivational climate and perceived competence

In this study, we examined the main and interactive effects of students' goal orientations, perceived competence and perceptions of the motivational climate on the motivational styles advanced by self-determination theory. The participants were 328 British secondary school students aged 13.6 +/- 0.6 years (mean +/- s). Moderated hierarchical regression analyses revealed task orientation, perceived competence and perceptions of a mastery climate to be positive predictors of self-determined styles of motivation. Perceived competence in physical education was negatively associated with amotivation. Significant interaction effects for mastery climate x task orientation and for ego orientation x perceived competence emerged. The results indicate that: (1) for students endorsing a high task orientation, the perception that the class climate was high in mastery cues was associated with increased intrinsic motivation; and (2) for students high in ego orientation, the belief that one was competent increased, while perceptions of incompetence attenuated intrinsic motivation. Additionally, a three-way interaction between ego orientation, performance climate and perceived competence emerged. In light of achievement goal and self-determination frameworks, we propose that studying the potential interplay between both individual and situational goal perspectives and the moderating effect of perceived competence may further enhance our understanding of motivation in physical education.     

Predicting motivational regulations in physical education: the interplay between dispositional goal orientations,motivational climate and perceived competence

In this study, we examined the main and interactive effects of students' goal orientations, perceived competence and perceptions of the motivational climate on the motivational styles advanced by self-determination theory. The participants were 328 British secondary school students aged 13.6±0.6 years (mean±s). Moderated hierarchical regression analyses revealed task orientation, perceived competence and perceptions of a mastery climate to be positive predictors of self-determined styles of motivation. Perceived competence in physical education was negatively associated with amotivation. Significant interaction effects for mastery climate×task orientation and for ego orientation×perceived competence emerged. The results indicate that: (1) for students endorsing a high task orientation, the perception that the class climate was high in mastery cues was associated with increased intrinsic motivation; and (2) for students high in ego orientation, the belief that one was competent increased, while perceptions of incompetence attenuated intrinsic motivation. Additionally, a three-way interaction between ego orientation, performance climate and perceived competence emerged. In light of achievement goal and self-determination frameworks, we propose that studying the potential interplay between both individual and situational goal perspectives and the moderating effect of perceived competence may further enhance our understanding of motivation in physical education.     

Goal orientation profile differences on perceived motivational climate, perceived peer relationships, and motivation-related responses of youth athletes

The aims of this study were twofold: (a) to determine if dispositional achievement goal orientation profiles that are reported in the literature would be observed in a sample of youth athletes, and (b) to examine potential achievement goal orientation profile differences on perceptions of the motivational climate, perceptions of peer relationships, and motivation-related responses. Male soccer players (n=223) aged 9-12 years (mean=10.9, s=0.6) completed a multi-section questionnaire containing assessments of dispositional goal (task, ego) orientations, the perceived task- and ego-involving features of the motivational climate, perceived peer acceptance and friendship quality (positive friendship quality, conflict), perceived ability, soccer enjoyment, and satisfaction with one's performance and the team. Four profiles were observed that closely matched those observed by Hodge and Petlichkoff (2000), though in the present study a lower proportion of participants exhibited achievement goal profiles consisting of relatively high ego orientation. Achievement goal profile differences were found for all variables except positive friendship quality, with a general trend for those reporting relatively lower task goal orientation to exhibit less adaptive responses. Overall, the findings support achievement goal frameworks (e.g. Nicholls, 1989) and suggest that further examination of dispositional achievement goals may afford a deeper understanding of social relationships and motivational processes in youth sport.     

Predictors of intrinsic motivation among adolescent students in physical education

This study examined the relationships among social factors, individual differences, intrinsic motivation, and effort and persistence in the physical education context using cognitive evaluation theory as a framework. Female (n = 201) and male (n = 206) high school students completed measures of motivational climate, teaching style, perceived competence, self-determination, goal orientations, and intrinsic motivation. Teachers rated the students on effort and persistence in the class activities. Hypothesized relationships among the variables were tested using structural equation modeling. Results revealed that perceived competence and goal orientations directly predicted intrinsic motivation and mediated the effects of motivational climate and teaching style on intrinsic motivation. Intrinsic motivation directly predicted effort and persistence. Task goal orientation mediated the effects of learning climate on perceived competence and self-determination. The strongest predictors of intrinsic motivation and effort and persistence were task goal orientation perceived competence, and learning climate.     

Theoretical Analysis of Aggressive Golf Putts

Abstract

The present study examined the relationship between students' perceptions of the motivational climate and beliefs about the causes of success, preference for challenging tasks, and satisfaction in physical education. Responses of 50 female and 46 male students (M age = 12.08 years; SD = .72) showed that perceptions of a mastery-oriented motivational climate were related to the belief that motivation or effort caused success and satisfaction. In contrast, perceptions of a performance climate were related to the belief that deception caused success and related negatively to the students' preference for challenging tasks. Results of hierarchical regression analyses revealed that perceptions of the motivational climate explained a significant amount of unique variance in the students' responses after controlling for dispositional goal orientations. The results suggest that the teacher can influence the salience of a mastery-oriented climate and, in so doing, optimize a child's motivation in physical education.     

Influence of social goal orientations and peers on unsportsmanlike play

The present study was designed to examine the influence of personal (i.e., social goal orientations or definitions of success that include interpersonal relationships) and situational (i.e., peer influence) factors on decisions surrounding unsportsmanlike play. Middle school students (ages 11-15 years) completed a measure to assess task, ego, and social goal orientations. Participants also read scenarios about unsportsmanlike actions and responded to questions tapping the intention to perform those actions. A series of hierarchical regression analyses revealed that in certain peer contexts, social goal orientations influenced unsportsmanlike play responses above and beyond the contribution of task and ego goal orientations. Results varied/for boys and girls and provide support far including social goal orientations in achievement motivation research in the physical domain.     

Do psychobiosocial states mediate the relationship between perceived motivational climate and individual motivation in youngsters?

Abstract

Grounded in achievement goal theory and self-determination theory, this cross-sectional study examined the relationship between perceived motivational climate and individuals’ motivation as well as the mediation effect of psychobiosocial states as conceptualised within the individual zones of optimal functioning (IZOF) model. Young students (N = 167, age range 14–15 years) taking part in physical education classes completed measures of teacher-initiated motivational climate, task and ego orientation, motivation and psychobiosocial states. Simple and serial mediation analyses indicated that a perceived mastery climate and individuals’ task orientation were related to intrinsic motivation and identified regulation through the mediation of pleasant/functional psychobiosocial states. In contrast, a perceived performance climate was related to external regulation and amotivation through the mediation of unpleasant/dysfunctional psychobiosocial states. Regression analysis results also showed that discrete psychobiosocial states accounted for a significant proportion of variance in motivational variables. Taken together, findings highlight the role of psychobiosocial states as mediators of the relationship between motivational climate and an individual’s motivation, and suggest that educators should consider a wide range of individual’s functional and dysfunctional reactions deriving from their instructional activity.     

Influence of Social Goal Orientations and Peers on Unsportsmanlike Play

Abstract

The present study was designed to examine the influence of personal (i.e., social goal orientations or definitions of success that include interpersonal relationships) and situational (i.e., peer influence) factors on decisions surrounding unsportsmanlike play. Middle school students (ages 11–15 years) completed a measure to assess task, ego, and social goal orientations. Participants also read scenarios about unsportsmanlike actions and responded to questions tapping the intention to perform those actions. A series of hierarchical regression analyses revealed that in certain peer contexts, social goal orientations influenced unsportsmanlike play responses above and beyond the contribution of task and ego goal orientations. Results varied for boys and girls and provide support for including social goal orientations in achievement motivation research in the physical domain.     

Achievement goals, perceived motivational climate, and students' self-reported mastery behaviors

Achievement goals and perceived motivational climate are two important constructs in achievement goal theory, and they play critical roles in student motivation and behavior Traditionally, these two constructs have been examined separately. The present study examined relationships between the two constructs and students' self-reported mastery behaviors as well as age-related differences. Three hundred eight students in 4th, 8th, and 11th grades completed questionnaires assessing their achievement goals, perceived motivational climate, and perceptions of their mastery behaviors. Results indicated that achievement goals and perceived motivational climate were related to students' self-reported mastery behaviors. However, the relations varied depending on the students' ages. The older students, compared to the younger ones, appeared to be inclined more toward ego orientation and the ego-involved climate. A multiple achievement goals perspective is recommended for future research on relationships among achievement goals, perceived motivational climate and achievement-related cognitions, and behaviors in physical education.     

Understanding motivation in sport: An experimental test of achievement goal and self determination theories

Abstract

This paper presents an experimental test of two contemporary motivation theories in the physical domain. The study combined experimentally-induced achievement goal involvement with autonomous and controlling communication styles based on self determination theory to examine young people's enjoyment, free-choice behavior and performance in relation to a golf task. Results showed that those in the autonomous condition, regardless of their goal involvement, reported greater enjoyment, persisted longer at the task and performed better than those in the controlling communication condition. Participants in the task involved condition performed better than those in the ego involved condition. Findings point to the need for further studies that test multiple theories in sport. The motivational impact of goal involvement may be better understood when considered concurrently with the autonomous or controlling nature of the context. Promoting autonomy and task involvement is likely to enhance positive affect and adaptive behaviors in sport among young people.     

Imagery use in elite youth sport participants: reinforcing the applied significance of achievement goal theory

This study examined the motivational profiles of elite youth athletes to determine whether individual differences in goal orientation corresponded with differential levels of imagery use. Two hundred ninety male (n = 88) and female (n = 202) young athletes (M = 16.6 years, SD = 1.48) completed the Perceptions of Success Questionnaire (POSQ, Roberts, Treasure, & Balague, 1998) to assess dispositional goal orientations and the Sport Imagery Questionnaire (Hall, Mack, Paivio, & Hausenblas, 1998) to assess frequency and function of imagery use. A two-stage cluster analysis on the POSQ scores revealed a three-cluster solution with a multivariate analysis of variance indicating significant differences among cluster groups in imagery use. Athletes in Cluster 3 (higher task/higher ego) used significantly more imagery, regardless of the function than athletes in Cluster 1 (lower task/moderate ego) or Cluster 2 (moderate task/lower ego). These findings are discussed with reference to the role of achievement motivation in influencing young athletes' behavioral investments in mental strategies.