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预测体育教育中的动机调节:特质目标取向、动机氛围与感知能力之间的相互作用。

Predicting motivational regulations in physical education: the interplay between dispositional goal orientations, motivational climate and perceived competence.

作者信息

Standage Martyn, Duda Joan L, Ntoumanis Nikos

机构信息

Department of Sport and Exercise Science, University of Bath, Claverton Down, Bath BA2 7AY UK.

出版信息

J Sports Sci. 2003 Aug;21(8):631-47. doi: 10.1080/0264041031000101962.

Abstract

In this study, we examined the main and interactive effects of students' goal orientations, perceived competence and perceptions of the motivational climate on the motivational styles advanced by self-determination theory. The participants were 328 British secondary school students aged 13.6 +/- 0.6 years (mean +/- s). Moderated hierarchical regression analyses revealed task orientation, perceived competence and perceptions of a mastery climate to be positive predictors of self-determined styles of motivation. Perceived competence in physical education was negatively associated with amotivation. Significant interaction effects for mastery climate x task orientation and for ego orientation x perceived competence emerged. The results indicate that: (1) for students endorsing a high task orientation, the perception that the class climate was high in mastery cues was associated with increased intrinsic motivation; and (2) for students high in ego orientation, the belief that one was competent increased, while perceptions of incompetence attenuated intrinsic motivation. Additionally, a three-way interaction between ego orientation, performance climate and perceived competence emerged. In light of achievement goal and self-determination frameworks, we propose that studying the potential interplay between both individual and situational goal perspectives and the moderating effect of perceived competence may further enhance our understanding of motivation in physical education.

摘要

在本研究中,我们考察了学生的目标导向、感知能力以及对动机氛围的认知对自我决定理论所提出的动机风格的主要影响和交互作用。参与者为328名年龄在13.6±0.6岁(均值±标准差)的英国中学生。分层回归分析显示,任务导向、感知能力以及对掌握氛围的认知是自我决定动机风格的正向预测因子。体育学科中的感知能力与无动机呈负相关。出现了掌握氛围×任务导向以及自我导向×感知能力的显著交互效应。结果表明:(1)对于支持高任务导向的学生而言,认为课堂氛围具有高掌握线索与内在动机增加相关;(2)对于高自我导向的学生而言,认为自己有能力的信念增强,而认为自己无能力则会削弱内在动机。此外,自我导向、成绩氛围和感知能力之间还出现了三向交互作用。鉴于成就目标和自我决定框架,我们建议研究个体和情境目标视角之间的潜在相互作用以及感知能力的调节效应,可能会进一步增进我们对体育动机的理解。

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