Understanding motivational climates in physical education classes: How students perceive learning and performance-oriented climates by teachers and peers

F Rodrigues,D Monteiro,D Teixeira,L Cid

doi:10.1007/s12144-020-01047-x

Abstract

This study aimed to translate and validate the Learning and Performance Oriented in Physical Education Climate Questionnaire (LAPOPECQ) in a sample of Portuguese students. Additionally, this study examined if the measurement would be equivalent across samples and gender. For nomological validity, current study examined the relationships of motivational climates oriented by teachers and peers and behavioral regulations in the physical education context. Data from 536 Portuguese students (female = 256) aged 10 and 18 years (M = 13.33; SD = .47) were collected. Participants were involved in regular physical education classes two times per week, according to the Portuguese educational system. The four-correlated factor confirmatory and exploratory model provided acceptable fit to the data. In addition, multigroup analysis showed invariance among groups, namely between calibration and validation samples, and female and male students. Last, significant correlations were found between motivational climates and behavioral regulations as theoretically proposed, confirming nomological validity. The translated LAPOPECQ into Portuguese is a valid instrument assessing students’ perception of motivational climates oriented by teachers and peers.

Highlights

The amount of research in physical education (PE) on enhancing motivation quality is substantial (Vasconcellos et al 2019)
Based on developmental work with students, scholars concluded that motivational climates are related to the conception of adopted ability acting as goals of action, reflecting the student’s personal achievement within a particular context (Papaioannou 1994, 1998)
Based on the achievement goal framework (Nicholls 1984; Ames 1992), the motivational climate perceived by the student refers to the environment created by the teachers and peers, in class, which is influenced by what they say and do in this context (Duda 2013)

Summary

Introduction

The amount of research in physical education (PE) on enhancing motivation quality is substantial (Vasconcellos et al 2019). Based on the achievement goal framework (Nicholls 1984; Ames 1992), the motivational climate perceived by the student refers to the environment created by the teachers and peers, in class, which is influenced by what they say and do in this context (Duda 2013). The motivational climates that are created by significant others and perceived by students are assumed to vary in their degree of oriented features. In this sense, two types of climates have been proposed: task-oriented (i.e., learning-oriented) climate that emphasizes learning and personal

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Conclusion