Physical education motivational climate, on the achievement goals, and intrinsic motivation of students : a multilevel approach
Pons, Joan (Universitat Autònoma de Barcelona. Institut de Recerca de l'Esport)
Ramis Laloux, Yago (Universitat Autònoma de Barcelona. Departament de Psicologia Bàsica, Evolutiva i de l'Educació)
Torregrossa, Miquel (Universitat Autònoma de Barcelona. Departament de Psicologia Bàsica, Evolutiva i de l'Educació)
Sarrazin, Philippe (University Grenoble Alpes)
Maltagliati, Silvio (University Grenoble Alpes)
Krommidas, Charalampos (University of Thessaly. Department of Physical Education and Sport Science)
Appleton, Paul (Manchester Metropolitan University. Institute of Sport)
Gobbi, Erica (University of Urbino Carlo Bo. Department of Biomolecular Sciences)
Erturan, Gokce (Pamukkale University. Faculty of Sport Sciences)
Escriva-Boulley, Geraldine (Université de Haute-Alsace)
Duda, Joan (University of Birmingham. School of Sport, Exercise and Rehabilitation Sciences)
Martins, Joao (Universidade de Lisboa. Instituto de Educação)
Demirhan, Giyasettin (Hacettepe University. Faculty of Sport Sciences)
Carraro, Attilio (Free University of Bozen-Bolzano. Faculty of Education)
Bouglas, Vasileios (University of Thessaly. Department of Physical Education and Sport Science)
Papaioannou, Athanasios (University of Thessaly. Department of Physical Education and Sport Science)

Date:	2023
Abstract:	This study examined whether the perceived motivational climate was associated with students' achievement goals and intrinsic motivation, from a multilevel (i. e. , individual- and school-level) perspective within the Physical Education context. The sample was composed of 9855 students aged 10-18 (M = 13. 96 years; SD = 1. 97 years) who belong to 237 different teachers from seven European countries. We used measures for teacher's motivational climate, achievement goals, and intrinsic motivation. After testing for cross-country invariance, results from the mediated structural equation model showed that partial mediation was the most suitable solution. Predictions from the accepted model supported theoretical predictions, suggesting a strong positive mediating role of task orientation between achievement goals and intrinsic motivation, while the role of ego orientation remained more ambiguous. Our findings also highlight the relevance of students' individual experiences in shaping their perception of the emphasised motivational climate, as well as reveal an additive effect in the prediction from task orientation to intrinsic motivation due to cluster belongingness. We discuss these results with other variables that might affect students' perceptions such as teacher-student relationship and motivational contagion and encourage future research to keep studying the construction of the students' perception of the teacher's emphasised motivational climate from a multilevel perspective.
Rights:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.
Language:	Anglès
Document:	Article ; recerca ; Versió acceptada per publicar
Subject:	Achievement goal theory ; School ; Motivational contagion ; Structural 24 equation model ; Teacher-student relationship
Published in:	International Journal of Sport and Exercise Psychology, 2023 , ISSN 1557-251X

DOI: 10.1080/1612197X.2023.2224841

32 p, 395.7 KB

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