The relationship between goal orientations, motivational climate and self-reported discipline in physical education.

Autor/inn/en	Moreno-Murcia, Juan A.; Sicilia, Alvaro; Cervelló, Eduardo; Huéscar, Elisa; Dumitru, Delia C.
Titel	The relationship between goal orientations, motivational climate and self-reported discipline in physical education. Gefälligkeitsübersetzung: Die Beziehung zwischen Zielorientierungen, motivationalem Klima und selbst berichteter Disziplin im Sportunterricht.
Quelle	In: Journal of sports science & medicine, 10 (2011) 1, S. 119-129 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1303-2968
Schlagwörter	Motivationspsychologie; Verhalten; Kind; Lehrer; Disziplin (Ordnung); Leistungsmotivation; Motivation; Schulsport; Sportpsychologie; Sportpädagogik; Sportunterricht; Theorie; Zielorientierung
Abstract	The purpose of this study was to test a motivational model on the links between situational and dispositional motivation and self-reported indiscipline/discipline based on the achievement goals theory. The model postulates that a task-involving motivational climate facilitates self-reported discipline, either directly or mediated by task orientation. In contrast, an ego-involving motivational climate favors self-reported indiscipline, either directly or by means of ego orientation. An additional purpose was to examine gender differences according to the motivational model proposed. Children (n = 565) from a large Spanish metropolitan school district were participants in this study and completed questionnaires assessing goal orientations, motivational climates and self-reported discipline. The results from the analysis of structural equation model showed the direct effect of motivational climates on self-reported discipline and provided support to the model. Furthermore, the gender differences found in self-reported discipline were associated with the differences found in the students' dispositional and situational motivation pursuant to the model tested. The implications of these results with regard to teaching instructional actions in physical education classes are discussed. Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2011/3