Universidad de Oviedo.
Psicothema. 2018 Nov;30(4):401-407. doi: 10.7334/psicothema2018.88.
The objective was to analyze the joint profiles of social goals (responsibility, relation and friendship) and 2 x 2 achievement goals, and the pattern of their relationship with the motivation types of the self-determination continuum in Physical Education settings.
The sample consisted of 516 Secondary Education students (267 men, 249 women) aged between 12 and 17 years old ( M = 14.48, SD = 1.59). Cluster analysis and a MANOVA 2 (gender) x 4 (goal profiles) were performed.
Cluster analysis showed four motivational profiles: "high social and mastery-approach goals", "intermediate social goals", "high social and achievement goals", and "low social and intermediate achievement goals". The "high social and mastery-approach goals" cluster was shown to be the most self-determined, followed by the "high social and achievement goals" cluster.
This research emphasizes the value of social goals and helps to understand the motivational profiles of physical education students from a more holistic framework. It suggests that responsibility, friendship, and relation goals should be prioritized along with mastery-approach goals (but not performance goals) in order to increase students' self-determined motivation in Physical Education.
本研究旨在分析社会目标（责任、关系和友谊）与 2x2 成就目标的联合特征，并探讨其与体育教育情境中自我决定连续体的动机类型之间的关系模式。
本研究的样本包括 516 名中等教育学生（267 名男生，249 名女生），年龄在 12 至 17 岁之间（M=14.48，SD=1.59）。采用聚类分析和 MANOVA 2（性别）x4（目标特征）进行分析。
聚类分析显示出四种动机特征：“高社会和掌握趋近目标”、“中等社会目标”、“高社会和成就目标”以及“低社会和中等成就目标”。“高社会和掌握趋近目标”这一聚类表现出最高的自我决定程度，其次是“高社会和成就目标”聚类。
本研究强调了社会目标的价值，并从更全面的框架帮助理解体育教育学生的动机特征。研究结果表明，在体育教育中，除了成就目标（而非表现目标）之外，责任、友谊和关系目标也应被优先考虑，以提高学生的自我决定动机。
