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.

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 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

Motivation, Personality, and Development Within Embedded Social Contexts: An Overview of Self-Determination Theory

2012 ◽  
pp. 84-108 ◽  
Author(s):  
Edward L. Deci ◽  
Richard M. Ryan
Keyword(s):  
Psychological Health ◽  
Basic Needs ◽  
Empirical Support ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Social Contexts ◽  
Need Satisfaction ◽  
Self Determination ◽  
Human Beings

Self-determination theory maintains and has provided empirical support for the proposition that all human beings have fundamental psychological needs to be competent, autonomous, and related to others. Satisfaction of these basic needs facilitates people's autonomous motivation (i.e., acting with a sense of full endorsement and volition), whereas thwarting the needs promotes controlled motivation (i.e., feeling pressured to behave in particular ways) or being amotivated (i.e., lacking intentionality). Satisfying these basic needs and acting autonomously have been consistently shown to be associated with psychological health and effective performance. Social contexts within which people operate, however proximal (e.g., a family or workgroup) or distal (e.g., a cultural value or economic system), affect their need satisfaction and type of motivation, thus affecting their wellness and effectiveness. Social contexts also affect whether people's life goals or aspirations tend to be more intrinsic or more extrinsic, and that in turn affects important life outcomes.

Therapeutic alliance and the relationship with motivation for recreational therapy treatment

2017 ◽  
Vol 16 (1) ◽  
pp. 26
Author(s):  
Melissa L. Zahl, PhD, CTRS-L ◽  
Tim Passmore, EdD, CTRS-L, FDRT ◽  
Taylor Cudd, MS, CTRS
Keyword(s):  
Intrinsic Motivation ◽  
Therapeutic Alliance ◽  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Recreational Therapy ◽  
Treatment Goals ◽  
External Regulation ◽  
The Relationship ◽  
Therapy Treatment

Recreational therapists employ different techniques to facilitate changes in health status and behaviors of patients. One concept which is often overlooked is the potential collaborative process between recreational therapy (RT) and the patient, which is fostered by agreements on treatment goals, consensus on tasks of therapy, and a positive bond between the patient and therapist. RT, in general, appears to be beneficial to advancing a patient to greater wellness; however, patients may still have issues with compliance, dropout, and maintenance of change. To address issues of dropout, compliance, and maintenance, it may be important to investigate motivation for RT. The purpose of this study was to determine if Therapeutic Alliance (TA) was correlated with motivation, as described by Self-Determination Theory, and where possible differences occurred. The results of the study confirm that a correlation exists between TA and motivation, and if a recreational therapist is able to develop and maintain a stronger TA with an individual or patient, intrinsic motivation for participation in RT sessions may exist. The results also indicate that patients reporting weaker TA also have higher amotivation correlation and external regulation. Amotivation and external regulation result in high levels of reported extrinsic motivation toward participation in RT session. Further research is needed to determine if length of time participating in RT treatment impacts the development of TA resulting in changes in reported intrinsic motivation for RT treatment.

scholarly journals Clarifying Misconceptions and Misrepresentations in Achievement Goal Research in Sport: A Response to Harwood, Hardy, and Swain

2001 ◽  
Vol 23 (4) ◽  
pp. 317-329 ◽  
Author(s):  
Darren C. Treasure ◽  
Joan L. Duda ◽  
Howard K. Hall ◽  
Glyn C. Roberts ◽  
Carol Ames ◽  
...  
Keyword(s):  
Achievement Goals ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Theory ◽  
Goal Theory ◽  
Theoretical Frameworks ◽  
Task Involvement ◽  
Present Response ◽  
The Relationship ◽  
The Way

In a recent article, Harwood, Hardy, and Swain (2000) presented what they termed a critical analysis of the conceptualization and measurement of achievement goals in sport. The purpose of the present article is to challenge their interpretation of achievement goal theory and to question many of their subsequent recommendations. Specifically, the present response will focus on Harwood et al.’s (a) interpretation of Nicholls’ personal theories of achievement; (b) their contention that task involvement cannot exist in competitive sport; (c) the proposed tripartite conceptualization of goal involvement states; (d) their understanding of the relationship between the way an individual conceptualizes ability and the foundation of dispositional goal orientations; and (e) their criticisms of the way dispositional goal orientations have been measured in sport. Theoretical frameworks are always a work in progress. To this end, we concur with the spirit of Harwood et al.’s article which implies that our conceptual models should be continuously questioned, tested, and extended. However, we believe their interpretation and recommendations do little to enhance our conceptual understanding of achievement goal theory in sport.

scholarly journals Preventing Procrastination Behaviours: Teaching Styles and Competence in University Students

2020 ◽  
Vol 12 (6) ◽  
pp. 2448 ◽  
Author(s):  
Nuria Codina ◽  
Isabel Castillo ◽  
José V Pestana ◽  
Isabel Balaguer
Keyword(s):  
University Students ◽  
Teaching Style ◽  
Teaching Styles ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
The Self ◽  
Self Determination ◽  
Negatively Associated ◽  
The Relationship

Based on the self-determination theory, this study examines the relationship between students’ perceptions of their teachers’ teaching styles, satisfaction of the need for competence, and procrastination behaviours in university students. The sample was composed of 675 university students (442 men, 279 women; 4 did not indicate gender, Mage = 19.81 ± 2.26 years old), who completed the questionnaires assessing the variables of interest. The perception of an autonomy-supportive teaching style was positively associated with the satisfaction of the need for competence, in contrast to the perception of a controlling style. Satisfaction of the need for competence was also negatively related to procrastination behaviours. Likewise, the perception of a controlling teaching style was indirectly and positively associated—through competence need satisfaction—with procrastination; in addition, the perception of an autonomy supportive teaching style was negatively associated with procrastination. The model tested defends the importance of perceiving a high autonomy-supportive teaching style and a low controlling teaching style to avoid procrastination behaviours, with these relationships being mediated by the satisfaction of the student’s need for competence.

scholarly journals The Impact of Pre-Competition Estimated Results for Elite Archers on Performance According to Achievement Goal Theory

2018 ◽  
Vol 8 (4) ◽  
pp. 146
Author(s):  
Utku Isik
Keyword(s):  
Goal Orientation ◽  
Achievement Goal ◽  
The Other ◽  
Achievement Goal Theory ◽  
Goal Theory ◽  
Actual Performance ◽  
Survey Form ◽  
Ego Orientation ◽  
The Impact ◽  
The Relationship

This study aimed to evaluate the estimated/judged results for elite archers before competitions in the context ofAchievement Goal Theory and determine its impact on actual performance. Also, the study assessed the impact ofgoal orientation on the competition scores to comprehend the relationship between goal orientation and performance.Study participants were 116 elite archers who participated in Adult-Youth Indoor Turkey Championship in Izmir.Before the competition, the participants filled in the “Task and Ego Orientation in Sport Questionnaire”. Before thisscale, a survey form, developed by the researcher, was given to participants to learn about their personalcharacteristics. The participants were asked to make a note of the numbers they wore on the chest of their uniformsand the predicted/judged scores on the survey form. They were informed that at the termination of the competition,their actual scores and their predicted scores would be compared. The study presents two important results. The firstresult is related to the fact that athletes with high goal orientation were significantly more successful than those withlow goal orientation in a real competition environment. The other result of in the current study was the significantrelationship between the pre-competition predictions/estimates of individuals with high goal orientation and theircompetition performances. This study is significant because it demonstrated that individuals with higher goalorientations have higher performances and that their predictions/estimates for their performance are much moreaccurate.

Need Support, Need Satisfaction, Intrinsic Motivation, and Physical Activity Participation among Middle School Students

2011 ◽  
Vol 30 (1) ◽  
pp. 51-68 ◽  
Author(s):  
Tao Zhang ◽  
Melinda A. Solmon ◽  
Maria Kosma ◽  
Russell L. Carson ◽  
Xiangli Gu
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Middle School Students ◽  
Intrinsic Motivation ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
School Students ◽  
Perceived Need ◽  
Need Support

Using self-determination theory as a framework, the purpose of this study was to test a structural model of hypothesized relationships among perceived need support from physical education teachers (autonomy support, competence support, and relatedness support), psychological need satisfaction (autonomy, competence, and relatedness), intrinsic motivation, and physical activity. Participants were 286 middle school students in the southeastern U.S. They completed previously validated questionnaires assessing their perceived need support from teachers, need satisfaction, intrinsic motivation, and physical activity. The hypothesized model demonstrated a good fit with the data (RMSEA = .08; CFI = .97; NFI = .96; GFI = .96). Need satisfaction and intrinsic motivation mediated the relationship between need support and physical activity. The constructs of perceived autonomy, competence, and relatedness represent the nutriments that facilitate students’ intrinsic motivation and ultimately positively predict students’ physical activity. The findings supported the theoretical tenets of self-determination theory.

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