The Role of Task and Ego-Oriented Climate in Explaining Students' Bright and Dark Motivational Experiences in Physical Education

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	García-González, Luis; Sevil-Serrano, Javier; Abós, Angel; Aelterman, Nathalie; Haerens, Leen
Titel	The Role of Task and Ego-Oriented Climate in Explaining Students' Bright and Dark Motivational Experiences in Physical Education
Quelle	In: Physical Education and Sport Pedagogy, 24 (2019) 4, S.344-358 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (García-González, Luis) ORCID (Sevil-Serrano, Javier) ORCID (Abós, Angel) ORCID (Aelterman, Nathalie) ORCID (Haerens, Leen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2019.1592145
Schlagwörter	Physical Education; Self Concept; Psychological Needs; Self Determination; Secondary School Students; Goal Orientation; Achievement Need; Educational Environment; Case Studies; Student Attitudes; Student Motivation; Outcomes of Education; Structural Equation Models; Psychological Patterns; Physical Education Teachers; Teacher Education; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Selbstkonzept; Selbstbestimmung; Sekundarschüler; Zielorientierung; Zielvorstellung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Case study; Fallstudie; Case Study; Schülerverhalten; Schulische Motivation; Lernleistung; Schulerfolg; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerausbildung; Lehrerbildung; Ausland; Spanien
Abstract	Background: A distinction is made in Achievement Goal Theory (AGT) between task-oriented (i.e. effort, intra-individual progress, and self-comparison) and ego-oriented (i.e. inter-individual progress and normative comparison) climates. Combining insights from AGT and Self-Determination Theory (SDT), studies in the PE context have shown that a task-oriented climate positively relates to need satisfaction, although the findings regarding the motivating role of an ego-oriented climate are inconsistent. Moreover, little is known about the role of task- or ego-oriented climates in explaining experiences of basic psychological need frustration. Purpose: Grounded in AGT and SDT, the aim of the present study was to examine if experiences of basic psychological need satisfaction and need frustration can explain why task- and ego-oriented climates elicit positive and negative motivational outcomes in PE, respectively. Research design: Cross-sectional study. Method: A sample of 524 secondary school students (51.1% boys, M[subscript age] = 14.51; SD = 1.81) from five different secondary schools participated in this study. Students reported on their perceptions of task- and ego-oriented climates, motivational regulations, basic psychological need satisfaction, and need frustration, as well as positive and negative outcomes in PE. Structural equation modeling was used to investigate our objective. Results: We found that a task-oriented climate had a strong and positive relationship with basic psychological need satisfaction, eliciting a bright pathway to autonomous motivation and affective attitude. An ego-oriented climate was positively related to basic psychological need frustration, eliciting a dark pathway to amotivation and boredom. A negative cross-path from task-oriented climate to basic psychological need frustration was also found, while no significant cross-paths were found from ego-oriented climate to basic psychological need satisfaction. Conclusions: This study provides a better understanding of the mechanisms that explain why task- and ego-oriented climates shape students' motivational experiences in PE lessons. It is suggested that a task-oriented climate elicits a bright pathway towards more optimal functioning, because it fosters experiences of need satisfaction and buffers against experiences of need frustration. In contrast, an ego-oriented climate is primarily positively related to feelings of need frustration and negative motivational outcomes. Practical implications for PE teacher training are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01