A Multilevel Approach to Motivational Climate in Physical Education and Sport Settings: An Individual or a Group Level Construct?
A Multilevel Approach to Motivational Climate in Physical Education and Sport Settings: An Individual or a Group Level Construct?
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DOI：
10.1123/jsep.26.1.90
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发表时间：
2004-03
影响因子：
2.4
通讯作者：
A. Papaioannou;H. Marsh;Y. Theodorakis
中科院分区：
文献类型：
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作者：
A. Papaioannou;H. Marsh;Y. Theodorakis
激励氛围本质上是一种群体层面的构建，因此需要纵向、多层次的设计来评估其对后续结果的影响。基于大量体育课样本（2,786名学生、200个班级、67名教师），我们评估了学年早期（T1）和后期（T2）收集的课堂动机氛围（任务涉及和自我涉及）和个人目标取向（任务和自我）对个别学生的成果（内在动机、态度、身体自我概念和运动意图）的影响。使用多层次方法，我们发现 T1 动机氛围的班级平均差异显着，在控制 T1 结果后对 T2 结果产生积极影响。尽管没有支持“兼容性假设”（例如，以任务为导向的学生更能从涉及任务的动机氛围中受益），但目标取向的稳定性因不相容的氛围而受到破坏。
Motivational climate is inherently a group-level construct so that longitudinal, multilevel designs are needed to evaluate its effects on subsequent outcomes. Based on a large sample of physical education classes (2,786 students, 200 classes, 67 teachers), we evaluated the effects of classroom motivational climate (task-involving and ego-involving) and individual goal orientations (task and ego) on individual students’ outcomes (intrinsic motivation, attitudes, physical self-concept, and exercise intentions) collected early (T1) and late (T2) in the school year. Using a multilevel approach, we found significant class-average differences in motivational climate at T1 that had positive effects on T2 outcomes after controlling T1 outcomes. Although there was no support for a “compatibility hypothesis” (e.g., that task oriented students were more benefited by task-involving motivation climates), the stability of goal orientations was undermined by incompatible climates.