Abstract
The current pilot study examined the relationship between feelings of belonging and perceptions of motivational climate in physical education classes among 87 African-American, inner-city high school students (41 boys, 46 girls). Motivational climate was assessed by the Perceived Motivational Climate Questionnaire and feelings of belonging were assessed by the Belonging Scale. Contrary to the hypothesis, scores for both the task- and ego-involved subscales of the Perceived Motivational Climate Questionnaire had moderate positive correlations with scores on the Belonging Scale, indicating the relationship between these specific motivational climates and social-emotional outcomes in physical education is not clear and direct. Further research is warranted to assess these findings and to identify what experiences and instructional strategies are most effective in promoting social-emotional outcomes in physical education in urban schools.
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