scholarly journals Parent-Initiated Motivational Climate, Self-Esteem, and Autonomous Motivation in Young Athletes: Testing Propositions from Achievement Goal and Self-Determination Theories

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Daniel J. O'Rourke ◽  
Ronald E. Smith ◽  
Frank L. Smoll ◽  
Sean P. Cumming
Keyword(s):  
Extrinsic Motivation ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Esteem ◽  
Motivational Climate ◽  
Achievement Goal ◽  
Self Determination ◽  
Goal Theory ◽  
Young Athletes ◽  
Motivational Climates

Interactions with parents are known to have a significant impact on children's self-esteem. In this study, designed to test propositions derived from Achievement Goal Theory and Self-Determination Theory, we assessed the influence of perceived parent-initiated mastery and ego motivational climates on self-esteem and self-esteem change in competitive youth swimmers over the course of a 32-week sport season. At each of three measurement points (early, mid, and late season), mastery climate scores on the Parent-Initiated Motivational Climate Questionnaire-2 scale were positively related to global self-esteem scores and to a measure of relative motivational autonomy that reflects the intrinsic-extrinsic motivation continuum, whereas ego climate scores were negatively related to self-esteem and autonomy. Longitudinal analyses revealed that early-season mastery climate predicted positive changes in self-esteem over the course of the season, whereas ego climate predicted decreased self-esteem. Consistent with predictions derived from Self-Determination Theory, a meditational analysis revealed that these self-esteem changes were mediated by changes in autonomous motivation.

Motivational Factors in Young Spanish Athletes: A Qualitative Focus Drawing From Self-Determination Theory and Achievement Goal Perspectives

2015 ◽  
Vol 29 (1) ◽  
pp. 15-28 ◽  
Author(s):  
Bartolomé J. Almagro ◽  
Pedro Sáenz-López ◽  
Juan A. Moreno-Murcia ◽  
Chris Spray
Keyword(s):  
Content Analysis ◽  
Autonomy Support ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Achievement Goal ◽  
Self Determination ◽  
Goal Theory ◽  
Young Athletes ◽  
Integrated Regulation

This study qualitatively examined how athletes perceive their coach’s support for autonomy, as well as athletes’ motivation, satisfaction of basic psychological needs, and the 2 × 2 achievement goal framework of young Spanish athletes. Fifteen Spanish athletes (six females and nine males) between 13 and 16 years of age were interviewed from various sporting contexts. Content analysis of the interviews revealed: the coexistence of various types of motivation for the practice of these sports by the athletes that were interviewed; the presence of integrated regulation among some of these young athletes; the importance of autonomy support and the satisfaction of basic psychological needs for motivation and athletic commitment. The results are discussed on the basis of self-determination and achievement goal theory. Strategies are proposed for improving motivation and adherence to athletic practice in young athletes.

Motivational processes in Sport Education programs among high school students

2018 ◽  
Vol 24 (3) ◽  
pp. 372-394 ◽  
Author(s):  
Tsz Lun (Alan) Chu ◽  
Tao Zhang
Keyword(s):  
High School ◽  
Self Determination Theory ◽  
Achievement Goal ◽  
Self Determination ◽  
Achievement Goal Theory ◽  
Goal Theory ◽  
Sport Education ◽  
Education Curriculum ◽  
Education Programs ◽  
School Settings

The purpose of this study was to conduct a literature review on the motivational processes in a Sport Education curriculum model among high school-aged students using self-determination theory and achievement goal theory as theoretical frameworks. Literature for analysis was searched through electronic databases including Academic Research Complete, ERIC, PsycINFO, SPORTDiscus, and Web of Science by entering ‘Sport Education’, ‘physical education’, and ‘high school’ or ‘secondary school’ as keywords. Articles for review were then selected using the following criteria: (a) written in English; (b) published in a peer-reviewed journal; (c) a Sport Education curriculum model implemented in high school settings with three season phases; (d) providing empirical findings; and (e) investigating motivational variables as main outcomes. A total of 18 articles were identified of moderate and high quality based on a quality assessment. A systematic review of the articles resulted in three main findings: (a) self-determination theory and achievement goal theory strongly support the positive motivational influence of Sport Education; (b) Sport Education is relatively consistent in promoting motivational outcomes across genders, grade levels, sports, and motivational profiles; and (c) more research with long-term follow-up data and teacher participants in diverse school settings is needed to examine potential differences in the motivational impact of Sport Education programs.

scholarly journals “I Don’t Want to Give Them My Brain for the Day . . . and Then Take It Back”: An Examination of the Coach-Created Motivational Climate in Adult Adventure Sports

2020 ◽  
Vol 7 (2) ◽  
pp. 175-188 ◽  
Author(s):  
Doug Cooper ◽  
Justine Allen
Keyword(s):  
Theoretical Perspective ◽  
Self Determination Theory ◽  
Motivational Climate ◽  
Self Determination ◽  
Goal Theory ◽  
Cross Sectional ◽  
Structure Control ◽  
Adult Participation ◽  
Age Trends ◽  
Adventure Sports

In contrast to cross-sectional age trends of declining adult participation in sport, engagement in adventure sports is increasing among adults. The coach may have an important role to play in shaping the motivational climate to encourage and retain participants in adventure sport. The purpose of this study was to provide an in-depth examination of the coach-created motivational climate in noncompetition focused adult adventure sport by adopting a multiple methods approach. The study was grounded in a multidimensional theoretical perspective that combines achievement goal theory and self-determination theory. Questionnaires, interviews, and observations of coaching sessions were employed to assess coaches’ (N = 6), participants’ (N = 25), and observers’ perspectives on the empowering and disempowering nature and features of coaching sessions. Analysis of the data demonstrated consistent views that the coaches created a strongly empowering and only weakly disempowering climate. Insight was gained about why and how coaches created this climate, as well as the challenges they experienced in maintaining an empowering climate for adults in adventure sport contexts. The place of structure, control, relatedness support, and coaches’ philosophies are discussed.

scholarly journals Strategies to Enhance or Maintain Motivation in Learning a Foreign Language

2020 ◽  
Vol 22 (1) ◽  
pp. 175-188
Author(s):  
Ana Muñoz-Restrepo ◽  
Marta Ramirez ◽  
Sandra Gaviria
Keyword(s):  
Foreign Language ◽  
Extrinsic Motivation ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Job Requirements ◽  
Intrinsic Motivations

Motivation is one of the most important factors in the enjoyment and success in learning any subject, especially a foreign language. Many students approach the learning of a language based on academic mandates, family impositions, job requirements, and so on. These non-intrinsic motivations make learning a more difficult, frustrating, and non-pleasurable experience, both for students and teachers. Therefore, skills in motivating learners should be seen as central to teaching effectively. In this article, we provide a series of strategies for teachers to gradually lead students from an extrinsic motivation to a more internal and autonomous motivation. This approach is framed within one of the most recent and well-known theories of motivation: self-determination theory.

scholarly journals Perceived Effort in Football Athletes: The Role of Achievement Goal Theory and Self-Determination Theory

2018 ◽  
Vol 9 ◽  
Author(s):  
Diogo Monteiro ◽  
Diogo S. Teixeira ◽  
Bruno Travassos ◽  
Pedro Duarte-Mendes ◽  
João Moutão ◽  
...  
Keyword(s):  
Self Determination Theory ◽  
Achievement Goal ◽  
Self Determination ◽  
Achievement Goal Theory ◽  
Goal Theory ◽  
Perceived Effort

scholarly journals Mestringsorientert klima – veien til høy innsats, indre motivasjon og karakter i kroppsøving

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Svein Ulstad ◽  
Vegard Rønning Valstadsve ◽  
Knut Skjesol
Keyword(s):  
Intrinsic Motivation ◽  
Indirect Effect ◽  
Basic Needs ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Achievement Goal ◽  
Self Determination ◽  
Achievement Goal Theory ◽  
Goal Theory ◽  
The Relationship

Denne studien er basert på målorienteringsteorien (Achievement Goal Theory - AGT) og selvbestemmelsesteorien (Self-Determination Theory – SDT) som en teoretisk ramme. Hensikten med studien er å se på sammenhengen mellom oppfattet motivasjonsklima og de tre grunnleggende psykologiske behovene for autonomi, kompetanse og sosiale relasjoner i kroppsøving. Videre vil vi se på sammenhengen mellom, tilfredsstillelse eller frustrasjon av behovene og innsats, indre motivasjon og karakter. Undersøkelsen er gjennomført som en spørreundersøkelse på fire videregående skoler i Trøndelag med 231 respondenter. Structural Equation Modeling (SEM) ble brukt til å analysere dataene. Resultatene viser at et mestringsorientert klima hadde en positiv sammenheng med tilfredsstillelse av de tre grunnleggende behovene, og at et prestasjonsorientert klima hadde en positiv sammenheng med frustrasjon av de tre grunnleggende behovene. Resultatene viser også at tilfredsstillelse av de tre grunnleggende behovene hadde en positiv sammenheng med innsats, indre motivasjon og karakterer, mens frustrasjon av behovene hadde en negativ sammenheng med innsats. Analyser viser at et mestringsorientert klima har en indirekte positiv sammenheng med indre motivasjon, innsats og karakterer via tilfredsstillelse av behovene, og at et prestasjonsorientert klima har en indirekte negativ sammenheng med innsats via frustrasjon av behov, og en negativ sammenheng men indre motivasjon via dekking av behov. Å sette mestring og utvikling foran prestasjoner og sosial sammenligning trekkes fram som et viktig element i lærerarbeidet. Det er også viktig å legge til rette for gode relasjoner, at elevene får valgmuligheter i undervisningen og at aktiviteter gir mulighet for mestring. Denne studien tar for seg forskning som forhåpentligvis vil bidra til økt bevissthet rundt motivasjonsklima, grunnleggende behov og innsats, indre motivasjon og karakterer på videregående skoler. Nøkkelord: målorienteringsteorien, selvbestemmelsesteorien, innsats, indre motivasjon, kroppsøving ENGELSK TITTEL AbstractThis study is based on the Achievement Goal Theory (AGT) and Self-Determination Theory (SDT) as a theoretical framework. The purpose of the study is to look at the relationship between perceived motivational climate and the three basic psychological needs for autonomy, competence and social relationships in PE. Furthermore, we will look at the relationship between, satisfaction or frustration of the needs, and key learning indicators (effort, inner motivation and grade). The survey has been conducted at four high schools in Trøndelag with 231 respondents. SEM analyses were performed in Mplus. The results show that a mastering climate had a positive connection to satisfaction of the three basic needs, and that a performance-oriented climate had a positive connection to the frustration of the three basic needs. The results also show that satisfaction of the three basic needs had a positive connection to intrinsic motivation and grades, while the frustration of the needs had a negative relation to effort. Further, we have indirect effect from mastery climate to effort, intrinsic motivation and performance through need satisfaction, and an indirect effect from performance climate to effort through both need frustration and need satisfaction. Highlighting mastery and development instead of achievement and social comparison is emphasized as an important element in the teaching work. It is also important to facilitate good relationships, and that activities provide the opportunity for coping. This research will hopefully contribute to increased awareness of the motivation climate, basic needs and learning indicators of upper secondary schools in Norway. Keywords: achievement goal theory, Self-determination theory, effort, intrinsic motivation, physical education.

scholarly journals Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors

2021 ◽  
pp. 082957352110553
Author(s):  
Frédéric Guay
Keyword(s):  
Intrinsic Motivation ◽  
School Psychologists ◽  
Extrinsic Motivation ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Intervention Programs ◽  
School Outcomes ◽  
School Subjects

The self-determination theory (SDT) has been used to understand students’ motivation at school in general as well as in various school subjects. This literature review conducted on a number of SDT studies showed that (1) autonomous types of extrinsic motivation as well as intrinsic motivation leads to positive consequences for students; (2) the types of goals and the regulation behind them are also important to predict school outcomes; (3) when the psychological needs for competence, autonomy and relatedness are satisfied this leads to autonomous motivation or autonomous goals endorsement; (4) autonomy supportive practices by parents and teachers are important catalyzers of needs’ fulfillment; (5) intervention programs designed for teachers or parents focusing on these psychological needs usually lead to greater autonomous extrinsic motivation and intrinsic motivation and better adjustment outcomes. The implication of this theory for school psychologists is underscored as well as its implications for the practice of teaching.

scholarly journals Análisis y valoración de la influencia que ejerce el perfil formativo de los entrenadores en jóvenes futbolistas (Analysis and assessment of the influence coaches’ formative profile has on young footballers)

Retos ◽  
2015 ◽  
pp. 62-64
Author(s):  
Izaskun Azpillaga Arrechea ◽  
Óscar González Rodríguez ◽  
Susana Irazusta Adarraga ◽  
José Antonio Arruza Gabilondo
Keyword(s):  
Self Determination Theory ◽  
Motivational Climate ◽  
Self Determination ◽  
Goal Theory ◽  
Emotional Communication ◽  
Football Coaches ◽  
Efficiency Theory ◽  
The Way ◽  
Coach Training

El objetivo de esta investigación es el de analizar y valorar el perfil formativo de los entrenadores de fútbol, basado en la Teoría de Metas de Nicholls (1984), en la Teoría de Autoeficacia de Bandura (1986) y en la Teoría de Autodeterminación de Deci y Ryan (1985). Se seleccionaron tres entrenadores de las categorías inferiores de la Real Sociedad S.A.D. y 4 jugadores (de 15 a 19 años) de cada uno de sus equipos. La selección de estos jugadores se hizo en función del tiempo de participación en competición, para representar a los jugadores que disputan prácticamente todos los minutos de competición, a los que disputan alrededor del 75 % de los minutos y a los que menos minutos disputan (en torno al 50%). Al final de la temporada realizaron el cuestionario de Clima Formativo Percibido, que contempla cuatro variables (Clima Motivacional, Confianza en los jugadores, Comunicación y Estilo Decisional). Los resultados obtenidos indican que existen diferencias significativas (pd».05) en la percepción de los jugadores respecto al clima formativo de sus entrenadores. Concretamente, estas diferencias se encuentran en cuatro de las siete dimensiones que componen el clima formativo (Clima de Maestría Individual, Comunicación Afectiva, Estilo Decisional y Comunicación Reactiva). Estos resultados destacan la importancia que tienen los criterios y la forma de comunicarse del entrenador con los jugadores en relación a la calidad formativa de la experiencia deportiva y además, sugieren que, para analizarla en el contexto con una adecuada profundidad, es necesario abordarlo desde una perspectiva multidimensional. Palabra clave: Formación de entrenadores, tecnificación, fútbol, clima motivacional, comunicación.Abstract: The aim of this research is to analyze and assess the formative profile of football coaches, based on Nicholls’ Goal Theory (1984), Bandura’s Self-efficiency Theory (1986) and Deci and Ryan’s Self Determination Theory (1985). We selected three coaches from the lower categories of Real Sociedad S.A.D. and 4 players (aged 15 to 19) from each of their teams. We selected the players depending on the time they participated in the competition, to represent the footballers that play almost every minute, the ones that play around 75% of the minutes and the ones who play the smallest amount of minutes (more or less 50%). At the end of the season, these players filled in the questionnaire of Perceived Formative Climate, which involves four different variables (Motivational Climate, Trust in the players, Communication and Decisional style). The results we obtained show that there are significant differences (pd».05) in the perception of players with regard to the formative climate of their coaches. Specifically, we found these differences in four of the seven dimensions composing the formative climate (Individual Mastery Climate, Emotional Communication, Decisional Style and Reactive Communication). These results emphasize how important are coach’s criteria and the way he/she communicates with players regarding the formative quality and sports experience. Moreover, these conclusions also suggest that it is necessary to tackle it from a multidimensional perspective to be able to analyze it in depth and within the context.Key words: Coach training, technification, football, motivational climate, communication.

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