Abstract
LANGUAGE NOTE | Document text in English; abstract also in Chinese.
 The purpose of this study was to examine children's sport and physical education (PE) participation by focusing on perceived sports competence as suggested in Harter's competence motivation theory (1978, 1981). The study included other related factors of intrinsic/extrinsic motivational orientation, task/ego goal orientation and level of competitive trait anxiety to examine their relationship and predictive ability on perceived sport competence. A total of 2,202 participants from eleven schools of Secondary One, Two and Three, with a mean age of 13.55 years (SD=2.15) took part in this study. There was a proportional distribution of males (n=1,056) and females (n=1,130). Data was collected by using measuring instruments that included the Self-Perception Profile for Children (SPPC; Harter, 1985), Sport Motivation Scale (SMS; Pelletier et al., 1995), Task and Ego Orientation in Sport Questionnaire (TEOSQ; Duda & Nicholls, 1989) and Sport Competition Anxiety Test (SCAT; Martens, Vealey & Burton, 1990). Descriptive statistics were used to generalise the characteristics of the sample. Path analysis using EQS was performed to identify the structure of relationships between different attributes. The results revealed the relationships between perceived sport competence and other motivational attributes were mostly in accordance with Harter's competence motivation theory such that analyses demonstrated significant, modest, positive relationships with intrinsic motivation and extrinsic motivation, and negative relationships with anxiety and amotivation. The relationship with task goal orientation was significant but weak. Examination with path analysis showed that task goal orientation was related to perceived competence through the mediating effect of intrinsic and extrinsic motivation. By understanding how these factors affect children's decisions to continue or discontinue participation in PE and sport activities, and how these factors interact with each other, recommendations were made concerning the school PE curriculum and implementation of sport programmes in Hong Kong. Recommendations were also made for future studies.
 本研究是根據「勝任運動能力」及其他影響參與運動的因素包括「內在及外在動機」、「運動焦慮」及「目標定向」檢視香港初中生參與運動的動機。2,202名中一至中三的學生參與這次問卷研究。數據分析總結出「勝任運動能力」與「內在動機」及「外在動機」存在重要及正面關係，與「運動焦慮」及「無動機」存在負面關係；通過結構公式分析顯示「任務目標」透過「內在動機」及「外在動機」影響「勝任運動能力」。在了解這些影響青少年參與運動的因素後，本研究作出一些提議及提出將來研究的方向。
Highlights
The study of motivated behaviour is paramount to sport educators in their quest for developing successful sport and physical education programmes
Harter developed competence motivation theory by extending Robert White’s (1959) model of effectance motivation. She developed the theory as a multidimensional framework to explain both the initiation of mastery attempts in particular achievement domains, and the development of achievement behaviours such as persistence, approach avoidance and striving for higher levels of competence or challenge
The fit indices that emerged from the analyses indicated a poor model fit with the data (CFI = .76, SRMR = .13) which were beyond the cutoff criteria for fit index (Hu & Bentler, 1999)
Summary
The study of motivated behaviour is paramount to sport educators in their quest for developing successful sport and physical education programmes. Harter developed competence motivation theory by extending Robert White’s (1959) model of effectance motivation She developed the theory as a multidimensional framework to explain both the initiation of mastery attempts in particular achievement domains, and the development of achievement behaviours such as persistence, approach avoidance and striving for higher levels of competence or challenge. Competence motivation begins with individuals engaging in mastery attempts as an inherent desire to experience feelings of competence through demonstrating their abilities If those mastery attempts are optimally challenging and success is attained, increases in intrinsic pleasure, perceived competence, and internal perceptions of control are likely to occur. Success from these mastery experiences often results in continued motivation to participate. The model depicts the influence of significant others and the use of rewards as having either positive or negative effects on the development of competence motivation
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Asian Journal of Physical Education & Recreation
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
