The effects of motivational climate interventions on psychobiosocial States in high school physical education.

Abstract:

PURPOSE:The purpose of this study was to examine the effects of task- and ego-involving climate manipulations on students' climate perception and psychobiosocial (PBS) states in a physical education setting. METHOD:Two subsamples of female students (N = 108, 14-15 years of age) participated in 12 lessons on either a task- or an ego-involving climate intervention as grounded in the TARGET (tasks, authority, recognition, grouping, evaluation, and time) model. RESULTS:At the end of the treatment, the participants of the ego-involved group reported lower scores in the perceived task-involving climate and higher scores in the perceived ego-involving climate compared with their peers in the task-involved group. Lower scores in pleasant/functional PBS states and higher scores in unpleasant/dysfunctional PBS states were also observed in the ego-involved group as a consequence of the intervention. CONCLUSION:Findings suggested that teachers' induced achievement motivational climates can influence students' perceptions and prompt PBS states consistent with the motivational atmosphere.

journal_name

Res Q Exerc Sport

authors

Bortoli L,Bertollo M,Vitali F,Filho E,Robazza C

doi

10.1080/02701367.2014.999189

subject

Has Abstract

pub_date

2015-06-01 00:00:00

pages

196-204

issue

2

eissn

0270-1367

issn

2168-3824

journal_volume

86

pub_type

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