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

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 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 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.

An Analysis of Motivation in Three Self-Determination Curricula

2016 ◽  
Vol 40 (3) ◽  
pp. 175-185
Author(s):  
James Sinclair ◽  
Katherine W. Bromley ◽  
Karrie A. Shogren ◽  
Christopher Murray ◽  
Deanne K. Unruh ◽  
...  
Keyword(s):  
Special Education ◽  
Instructional Practices ◽  
Skill Development ◽  
Self Determination Theory ◽  
Self Determination ◽  
Achievement Goal Theory ◽  
Goal Theory ◽  
Self Awareness ◽  
Self Advocacy ◽  
Contextual Theory

Self-determination skill development is a central construct in the field of secondary special education. Recently, there has been discussion to revisit the motivational theoretical roots that influence the conceptualization of self-determination in special education, and merge motivational theories with instructional practices. Self-determination can be taught in a variety of formats, but one popular means is through self-determination curricula. To determine how motivational theories are reflected in self-determination instruction, a curriculum analysis was completed. Three motivational theories (contextual theory, self-determination theory, achievement goal theory) and three self-determination curricula (Steps to Self-Determination, Whose Future Is it Anyway?, and ME! Lessons for Teaching Self-Awareness and Self-Advocacy) were analyzed. Results indicated variability of the presence of motivational theory across curriculum.

Integrating Orientation and Standards-Based Models of Achievement Goal Theory

2013 ◽  
Author(s):  
Heather M. Wynne ◽  
Karen Clayton ◽  
Akane Zusho ◽  
Samantha R. Turco ◽  
Anthony A. Cancelli ◽  
...  
Keyword(s):  
Achievement Goal ◽  
Achievement Goal Theory ◽  
Goal Theory

“Socializing” Achievement Goal Theory: The Need for Social Goals

2011 ◽  
Vol 57 (1) ◽  
pp. 112-116 ◽  
Author(s):  
Ronnel B. King ◽  
David A. Watkins
Keyword(s):  
Achievement Goal ◽  
Social Goals ◽  
Achievement Goal Theory ◽  
Goal Theory
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