A Cluster Analysis on Students’ Perceived Motivational Climate. Implications on Psycho-Social Variables

2014 ◽  
Vol 17 ◽  
Author(s):  
Javier Fernandez-Rio ◽  
Antonio Méndez-Giménez ◽  
Jose A. Cecchini Estrada
Keyword(s):  
Cluster Analysis ◽  
Hierarchical Cluster ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Basic Psychological Needs ◽  
Social Variables ◽  
Class Climate ◽  
Buffering Hypothesis ◽  
Perceived Motivational Climate ◽  
A Performance

AbstractThe aim of this study was to examine how students’ perceptions of the class climate influence their basic psychological needs, motivational regulations, social goals and outcomes such as boredom, enjoyment, effort, and pressure/tension. 507 (267 males, 240 females) secondary education students agreed to participate. They completed a questionnaire that included the Spanish validated versions of Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), Basic Psychological Needs in Exercise (BPNES), Perceived Locus of Causality (PLOC), Social Goal Scale-Physical Education (SGS-PE), and several subscales of the IMI. A hierarchical cluster analysis uncovered four independent class climate profiles that were confirmed by a K-Means cluster analysis: “high ego”, “low ego-task”, “high ego-medium task”, and “high task”. Several MANOVAs were performed using these clusters as independent variables and the different outcomes as dependent variables (p < .01). Results linked high mastery class climates to positive consequences such as higher students’ autonomy, competence, relatedness, intrinsic motivation, effort, enjoyment, responsibility and relationship, as well as low levels of amotivation, boredom and pressure/tension. Students’ perceptions of a performance class climate made the positive scores decrease significantly. Cluster 3 revealed that a mastery oriented class structure undermines the negative behavioral and psychological effects of a performance class climate. This finding supports the buffering hypothesis of the achievement goal theory.

A cluster analysis of high-performance handball players' perceived motivational climate: Implications on motivation, implicit beliefs of ability and intention to be physically active

2019 ◽  
Vol 14 (4) ◽  
pp. 541-551 ◽  
Author(s):  
Manuel Gómez-López ◽  
Juan Andrés Merino-Barrero ◽  
David Manzano-Sánchez ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Cluster Analysis ◽  
High Performance ◽  
Extrinsic Motivation ◽  
Hierarchical Cluster ◽  
Motivational Climate ◽  
Motivational Orientation ◽  
Implicit Beliefs ◽  
Physically Active ◽  
Athletic Ability ◽  
Perceived Motivational Climate

The aims of this study were to uncover the different motivational climate profiles to compare differences on their implicit beliefs of sports ability, motivational orientation, and intention to be physically active, and finally to analyse the relationship of the gender with motivational climate profiles, in a large sample of high-performance handball players in Spain. A total of 444 (233 males, 211 females) high-performance handball players agreed to participate. They completed a questionnaire that included the Spanish validated versions of Perceived Motivational Climate in Sport Questionnaire, Conceptions of the Nature of Athletic Ability Questionnaire-2, Sport Motivation Scale and Intention to be Physically Active Questionnaire. A hierarchical cluster analysis uncovered two independent motivational climate profiles that were confirmed by a K-Means cluster analysis: “mastery climate” and “performance climate”. The results revealed that the mastery climate profile comprised players with less amotivation and higher scores in both incremental ability belief and greater intention to be physically active, and more women than men. By contrast, the performance climate profile comprised players with higher scores in extrinsic motivation and amotivation, both entity ability belief, lower intention to be physically active and primarily men. The importance of the coach in creating a mastery climate that fosters athletes' engagement was confirmed.

scholarly journals Profiles of Basic Psychological Needs in Exercise Settings: An Examination of Differences in Contextual Motivation, Affect, and Achievement Goals

2018 ◽  
Vol 15 (12) ◽  
pp. 2871 ◽  
Author(s):  
Zişan Kazak
Keyword(s):  
Physical Activity ◽  
Cluster Analysis ◽  
Psychological Health ◽  
Achievement Goals ◽  
Leisure Time Physical Activity ◽  
Behavioral Outcomes ◽  
Hierarchical Cluster ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Positive Effects

Understanding leisure-time physical activity is vital for a healthy world. It is well known that physical activity has positive effects on psychological health, but further evidence is required to ascertain how different environments influence positive behavioral outcomes. Thus, the aim of this study was to examine the differences in contextual motivation, affect, and achievement goals according to profiles of basic psychological needs in adult exercisers. The sample consisted of 401 young adult exercisers ranging in age from 18 to 40 years from fitness centers in Izmir, Turkey. Participants completed measures of basic needs satisfaction, exercise motivations, trait affect, and achievement goals. Hierarchical cluster analysis, k-mean cluster analysis, multivariate analysis of variance, and post hoc analyses were performed. The results in this study revealed that the participants in Cluster 1, who were labeled as “very satisfied”, had higher scores than the other clusters in terms of positive behavioral outcomes. The results of this study revealed that greater satisfaction of the basic psychological needs leads to positive behavioral consequences in exercise contexts.

scholarly journals Effects of a Motivational Climate on Psychological Needs Satisfaction, Motivation and Commitment in Teen Handball Players

2019 ◽  
Vol 16 (15) ◽  
pp. 2702 ◽  
Author(s):  
Marianna Alesi ◽  
Manuel Gómez-López ◽  
Carla Chicau Borrego ◽  
Diogo Monteiro ◽  
Antonio Granero-Gallegos
Keyword(s):  
High Performance ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Sport Commitment ◽  
Sport Motivation ◽  
Needs Satisfaction ◽  
Perceived Motivational Climate ◽  
Basic Psychological Needs Satisfaction

The aim of this study was to examine the effects of the motivational climate created by the coach and perceived by a group of young high-performance handball players on their sport motivation, self-determination, sport psychological needs and sport commitment. The study participants were 479 young handball players. The age range was 16–17 years old. Players were administered a battery composed of a Perceived Motivational Climate in Sport Questionnaire, Sport Motivation Scale, the Basic Psychological Needs in Exercise Scale and Sport Commitment Questionnaire to measure the above-mentioned theoretical constructs. Results showed that the handball players showed high levels of a task-involving climate, of basic psychological needs satisfaction and of self-determined motivation and commitment. Higher levels of basic psychological needs such as autonomy and competence were associated with a higher task-involving climate, self-determined index and sport commitment (task-involving climate–basic psychological needs (β = 0.55; 95% IC 0.387/0.682; p = 0.001); Ego-involving climate–basic psychological needs (β = 0.06; 95% IC −0.069/0.181; p = 0.387); Basic psychological needs–self-determined index (β = 0.48; 95% IC 0.376/0.571; p = 0.001); Self-determined index–commitment (β = 0.58; 95% IC 0.488/0.663; p = 0.001). The obtained model showed that basic psychological needs mediated the association between a task-involving climate and self-determination, and self-determination mediated the association between basic psychological needs satisfaction and commitment.

The Role of an Empowering Motivational Climate on Pupils’ Concentration and Distraction in Physical Education

2021 ◽  
pp. 1-11
Author(s):  
Maxime Mastagli ◽  
Aurélie Van Hoye ◽  
Jean-Philippe Hainaut ◽  
Benoît Bolmont
Keyword(s):  
Physical Education ◽  
Negative Affect ◽  
Structural Equation ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Positive And Negative Affect

Purpose: The present study investigated the relationship between an empowering motivational climate and pupils’ concentration and distraction in physical education, mediated by basic psychological needs satisfaction and by positive and negative affect. Method: The participants were 425 French pupils (Mage = 15.36, SDage = 0.82) from 21 high schools, who filled in a questionnaire regarding the study variables. This cross-sectional study used multilevel structural equation modeling to examine the hypothesized relationships. Results: Good fit indices were found in the data from the theoretical model. An empowering motivational climate was found to be related to concentration. Competence need satisfaction was related to concentration and distraction. This association was mediated by positive and negative affect, which in turn was related to concentration and distraction. Conclusion: Teachers can improve pupils’ concentration and positive affect and reduce distraction and negative affect by supporting an empowering motivational climate and fostering competence need satisfaction.

Relation of Motivational Climate and Fear of Failure in Taiwanese Adolescent Athletes

2009 ◽  
Vol 104 (2) ◽  
pp. 627-632 ◽  
Author(s):  
Ying-Mei Tsai ◽  
Lung Hung Chen
Keyword(s):  
Motivational Climate ◽  
Fear Of Failure ◽  
Adolescent Athletes ◽  
Perceived Motivational Climate ◽  
The Relationship ◽  
A Performance

In this study, the relationship between motivational climate and fear of failure in sport was examined. 176 adolescent athletes were recruited ( M=16.3 yr., SD =13). Athletes completed the Chinese Perceived Motivational Climate in Sport Questionnaire and the Performance Failure Appraisal Inventory. Results indicated a performance climate was positively related to the fear of failure, while a mastery climate was not.

Perceptions of the Motivational Climate, Perceived Competence, and Participation Behaviors of Children with Movement Difficulties in Physical Education

2006 ◽  
Vol 23 (3) ◽  
pp. 293-309 ◽  
Author(s):  
Janice Causgrove Dunn ◽  
John G.H. Dunn
Keyword(s):  
Physical Education ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Adaptive Behaviors ◽  
Hierarchical Regression ◽  
Maladaptive Behaviors ◽  
Regression Analyses ◽  
Movement Difficulties ◽  
Perceived Motivational Climate ◽  
A Performance

The main purpose of this study was to examine the relationships among perceived competence, perceived motivational climate, and participation behaviors of children with movement difficulties (MD) in physical education. Behaviors of 65 children with MD and 65 matched peers without MD from Grades 4-6 were observed and coded. A MANOVA revealed significant differences between the two groups in the proportions of adaptive and maladaptive behaviors. Hierarchical regression analyses indicated a tendency for participants with MD with higher self-reported perceptions of competence to spend proportionally more time engaged in adaptive behaviors and less time engaged in maladaptive behaviors. Significant interactions revealed that the effect of self-reported perceptions of a performance climate on participation was conditional upon perceived competence levels.

scholarly journals Diferencias demográficas de climas motivacionales, necesidades psicológicas básicas y cohesión en jóvenes (Demographic differences in motivational climates, basic psychological needs and cohesion in young people)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 613-622
Author(s):  
Sofia Mosqueda ◽  
Luis T. Ródenas-Cuenca ◽  
Isabel Balaguer ◽  
Yadira Elizabeth Salcido Otañez ◽  
Jeanette M. López-Walle
Keyword(s):  
Psychological Needs ◽  
Motivational Climate ◽  
Basic Psychological Needs ◽  
Elementary Level ◽  
Years Of Experience ◽  
Demographic Differences ◽  
Psychological Variables ◽  
Significant Difference ◽  
Motivational Climates ◽  
Physical Activity Group

  El objetivo de este trabajo es analizar el comportamiento de las variables de clima motivacional (empowering y disempowering), necesidades psicológicas (satisfacción y frustración) y cohesión (tarea y social) en función del sexo (hombres y mujeres), naturaleza de la actividad física (deporte conjunto-individual y educación física) y años de experiencia deportiva (4 años o menos, 5 años o más); además, analizar la interrelación entre las variables psicológicas. Participaron 237 jóvenes deportistas mexicanos (Medad = 12.22, DT = 1.27) de nivel básico. Con respecto a las diferencias en función del género, no hubo diferencias significativas; en cuanto a la naturaleza de la actividad, se presentaron diferencias entre todas las variables psicológicas; por último, en función de los años de experiencia, únicamente el clima empowering mostró diferencia significativa, siendo mayor en los deportistas con menos años de experiencia. Para poder ser concluyentes en estos resultados es necesario realizar una mayor investigacion. Respecto a la interacción entre variables, se evidencia la relación positiva entre el clima empowering, la satisfacción de las NPB y ambas cohesiones; así como, el clima disempowering y la frustración de las NPB. Abtract: The objective of this work is to analyze the behavior of the variables of motivational climate (empowering and disempowering), psychological needs (satisfaction and frustration) and cohesion (task and social) as a function of sex (men and women), nature of physical activity (group-individual sport and physical education) and years of sport experience (4 years or less, 5 years or more); in addition, to analyze the interrelation between the psychological variables. A total of 237 young Mexican athletes (Mage = 12.22, SD = 1.27) of elementary level participated. With respect to the differences according to gender, there were no significant differences; with respect to the nature of the activity, there were differences between all the psychological variables; finally, according to the years of experience, only the empowering climate showed a significant difference, being greater in the athletes with fewer years of experience. In order to be conclusive about these results, further research is needed. Regarding the interaction between variables, there was evidence of a positive relationship between the empowering climate, NPB satisfaction and both cohesions, as well as the disempowering climate and NPB frustration.

scholarly journals Procesos psicosociales en Educación Física: actitudes, estrategias y clima motivacional percibido (Psychosocial processes in Physical Education: attitudes, strategies, and perceived motivational climate)

Retos ◽  
2017 ◽  
pp. 19-24
Author(s):  
Ana Cabello Moyano ◽  
Manuel Moyano Pacheco ◽  
Carmen Tabernero Urbieta
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Motivational Climate ◽  
Demographic Variables ◽  
Motivational Strategies ◽  
Social Variables ◽  
Positive Attitudes ◽  
Perceived Motivational Climate ◽  
Psychosocial Processes ◽  
Task Oriented

El objetivo de la presente investigación es analizar diferentes procesos psicosociales en Educación Física. Se examinan variables sociodeomográficas -tales como la edad, sexo y práctica de actividad física fuera del horario escolar- en relación a variables psicosociales como las actitudes (hacia el docente y el área), estrategias motivacionales (tarea/ego) y clima motivacional percibido (tarea/ego). A través de diferentes análisis se ponen a prueba varias hipótesis en relación a las mismas. La muestra se compone de 422 adolescentes de diferentes cursos de Educación Secundaria Obligatoria, agrupados en 21 grupos-clase. Los resultados muestran que el alumnado más joven y los chicos (vs. chicas) presentan actitudes más positivas y una mayor motivación hacia la Educación Física. Los chicos presentan unas estrategias y un clima motivacional orientado al ego, en mayor medida que las chicas. En relación a la práctica de actividad física fuera del horario escolar, los que sí la practican son los que muestran una actitud más positiva hacia el área y el docente, así como unas estrategias y clima motivacional orientadas a la tarea. Asimismo, en relación con las actitudes que el alumnado desarrolla hacia la Educación Física y el docente, los datos muestran la importancia relativa de las estrategias motivacionales y clima motivacional orientado hacia la tarea. Finalmente, se discuten los resultados en el marco de investigaciones previas y se proponen implicaciones prácticas para la docencia y la intervención psicosocial. Abstract. The objective of this research is to analyze different psychosocial processes in physical education. Socio-demographic variables - such as age, sex, and hours of practice of physical activity outside the school - in relation to psycho-social variables like attitudes (towards the teacher and area), motivational strategies (task/ego), and perceived motivational climate (task/ego) are examined. Several hypotheses regarding those variables are tested through different analyses. The sample is composed by 422 adolescents from secondary education, grouped into 21 class groups. Results show that the youngest students, as well as boys (vs. girls), present more positive attitudes and greater motivation toward physical education. Boys present strategies and motivational climate aimed at the ego to a greater extent than girls. In relation to the practice of physical activity outside of school, those engaged in it show a more positive attitude towards subject and teacher, as well as task-oriented strategies and motivational climate. Additionally, in relation to attitudes that students develop towards physical education and teaching, data show the relative importance of task-oriented motivational strategies and motivational climate. Finally, the results are discussed in the framework of previous research, and several practical implications for teaching and psychosocial intervention are proposed.

LEARNERS' ACADEMIC MOTIVATION IN PSYCHOLOGY: A SYSTEMATIC REVIEW

2020 ◽  
Vol 65 (12) ◽  
pp. 75-84
Author(s):  
Loc Nguyen Phuc ◽  
Thu Tran Thi Le
Keyword(s):  
Systematic Review ◽  
Academic Achievement ◽  
Academic Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Learning Motivation ◽  
Measurement Instruments ◽  
Educational Levels ◽  
Class Climate ◽  
Impacting Factors

A systematic review was conducted to evaluate the learning motivation of pupils and students in psychology field. The databases in Vietnamese and English were systematically searched for review from the inception in 1981. The result of 36 studies indicated six research categories in analysing academic motivation as follows (1) Academic motivation and academic achievement, (2) Learning motivation by educational levels, (3) Impacting factors on academic motivation such as basic psychological needs, teachersstudents relationship, class climate, student mindset, self-efficacy and personality traits, (4) Learning motivation assessment and measurement instruments, (5) Academic motivation development and (6) Prevention and intervention of learning amotivation cases. Further discussion about pupils and students’ academic motivation in Vietnam and suggestion for future researches shall be mentioned.

scholarly journals Antisocial and Prosocial Behavior in Sport: The Role of Motivational Climate, Basic Psychological Needs, and Moral Disengagement

2015 ◽  
Vol 37 (3) ◽  
pp. 257-273 ◽  
Author(s):  
Ken Hodge ◽  
Daniel F. Gucciardi
Keyword(s):  
Prosocial Behavior ◽  
Antisocial Behavior ◽  
Moral Disengagement ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Motivational Climates

The purpose of this investigation was to examine whether the relationships between contextual factors and basic psychological needs were related to antisocial and prosocial behavior in sport. A two-study project employing Bayesian path analysis was conducted with competitive athletes (Study 1, n = 291; Study 2, n = 272). Coach and teammate autonomy-supportive climates had meaningful direct relations with need satisfaction and prosocial behavior. Coach and teammate controlling climates had meaningful direct relations with antisocial behavior. Need satisfaction was both directly and indirectly related with both prosocial and antisocial behavior, whereas moral disengagement was directly and indirectly related with antisocial behavior. Overall, these findings reflected substantial evidence from the literature on self-determination theory that autonomy-supportive motivational climates are important environmental influences for need satisfaction, and are important correlates of prosocial behavior in sport, whereas controlling coach and teammate climates, along with moral disengagement, were important correlates of antisocial behavior in sport.

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