Mouratidis Athanasios, Vansteenkiste Maarten, Lens Willy, Sideridis Georgios
Department of Psychology, University of Leuven, Belgium.
J Sport Exerc Psychol. 2008 Apr;30(2):240-68. doi: 10.1123/jsep.30.2.240.
Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants' well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas a motivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings.
基于自我决定理论（德西和瑞安，2000年），一项针对参与体育任务的中学生的实验研究以及一项针对极具天赋的体育生的相关性研究，探讨了积极能力反馈对参与者幸福感、表现和参与意愿的激励作用。在研究1中，结构方程模型支持了假设的动机模型，即在控制任务前感知能力和能力评估后，反馈正向预测能力满意度，而能力满意度又通过自主动机的中介作用，预测更高水平的活力和更强的参与意愿。未发现对表现有影响。研究2进一步表明，自主动机介导了能力满意度与幸福感之间的关系，而一种动机介导了能力满意度与不良状态和评定表现之间的负向关系。讨论集中在能力反馈在体育和体育教育环境中的激励作用。
