Mastery Climate Research Articles

Revision and validation of the “Motivational Climate in Physical Education Scale” (MCPES) in Chinese educational context

This study evaluated the reliability and validity of the Chinese version of the “Motivational Climate in Physical Education Scale” (MCPES) among middle school students. Data were collected from 1,008 students, with 473 completing the MCPES, the Physical Needs Support in Physical Education Scale (PNS-PE), and the Youth Sports Friendship Quality Scale (YSFQS). Additionally, 437 students completed only the MCPES, and 200 valid retest questionnaires were gathered three weeks later. Exploratory factor analysis identified four factors: perceived mastery climate, perceived performance climate, perceived autonomy support, and perceived relatedness support with a total of 16 items. Confirmatory factor analysis supported the four-factor structure (χ2/df = 3.38, GFI = 0.92, NFI = 0.90, RMSEA = 0.07, CFI = 0.93, IFI = 0.93, SRMR = 0.05). The scale exhibited strict measurement invariance across genders and strong invariance across grade levels. It was positively correlated with teacher autonomy support (r = 0.34–0.53) and with each dimension and total score of sports friendship (r = 0.21–0.61). Cronbach’s α coefficients for the MCPES and its dimensions were 0.75, 0.82, 0.79, 0.80, and 0.88, respectively. Intraclass correlation coefficients (ICCs) for the three-week retest were 0.64, 0.63, 0.72, and 0.76. In conclusion, the Chinese version of the MCPES demonstrates robust reliability and validity for use with middle school students.

Feel exhausted or motivated by techno-overload? The moderating role of mastery climate

Feel exhausted or motivated by techno-overload? The moderating role of mastery climate

How does knowledge leadership influence knowledge hiding? A psychological ownership perspective

ABSTRACT This study explores how knowledge leadership mitigates knowledge hiding within cross-functional project teams (CFPTs). From a psychological ownership perspective, this study hypothesizes that knowledge leadership influences knowledge hiding via the mediating effect of knowledge-based and organization-based psychological ownership. Additionally, this study proposes the moderating role of mastery climate between psychological ownership and knowledge hiding. Then, this study used a questionnaire-based survey to collect data and adopted regression analysis and bootstrapping methods to analyse the data to test the proposed hypotheses. Results indicate that (1) knowledge leadership has a negative effect on knowledge hiding; (2) both knowledge-based and organization-based psychological ownership play the mediating role between knowledge leadership and knowledge hiding; (3) the relationship between organization-based psychological ownership and knowledge hiding is moderated by mastery climate. The relationship between knowledge-based psychological ownership and knowledge hiding is also moderated by mastery climate. This study provides implications for managers to mitigate knowledge hiding within CFPTs.

The Relationship Between Mental Toughness, Goal Orientation and Motivational Climate Levels of Professional Football Players

This study aims to examine the mental toughness, goal orientation and motivational climate levels of 887 professional footballers from TFF 1st League, TFF 2nd League and TFF 3rd League registered in Turkish Football Federation and whether these characteristics change according to age, league level and sport experience. The results showed that mental toughness scores of footballers were significantly correlated with age, league level and sport experience. Significant difference was found in goal orientation scores with age and league level, but not with sport experience. Motivational climate scores were found to vary significantly with age, league level and sport experience. In addition, it was found that task orientation had a positive effect on mental toughness, and mastery climate, one of the sub-dimensions of motivational climate, had a positive effect on mental toughness. However, performance climate was found to have a significant and negative effect on mental toughness. This study showed that the levels of mental toughness, goal orientation and motivational climate in professional football players have significant relationships with demographic factors and with each other.

How and when workplace suspicion triggers knowledge hiding: the cross-level moderation effects of performance climate and mastery climate

ABSTRACT Based on conservation of resources theory and social information processing theory, the paper explores how workplace suspicion behaviors by suspicious perceivers initiate subsequent knowledge hiding via psychological distress and under the cross-level moderation of team performance climate and mastery climate. This research collected multi-wave 552 valid employee questionnaires nested in 83 teams from service sector companies located in the central and eastern China. We analyzed data using multi-level analysis based on hierarchical linear modelling. Results showed that workplace suspicion is positively related to knowledge hiding, whereas psychological distress plays a mediating role in the relationship. Moreover, performance climate positively moderates the accelerating effect of workplace suspicion and psychological distress on knowledge hiding, while mastery climate negatively moderates the accelerating effect of workplace suspicion and psychological distress on knowledge hiding. The research contributes to examining the relationship between workplace suspicion and knowledge hiding in service organizations from the “actor-centric” perspective. Furthermore, the study provides a first step to reveal the “black box” of the impact of workplace suspicion on knowledge hiding and clarify the boundary conditions for the influence of workplace suspicion and psychological distress on knowledge hiding.

The impact of corporate social responsibility in technological innovation on sustainable competitive performance

The twenty-first century has seen an increase in stakeholders, highlighting the need to discuss the role of corporate social responsibility in technological innovation. The objective of the current research is to examine the role that corporate social responsibility in technological innovation plays in enhancing the sustainable competitive performance of firms. The idea that digital transformation mediates the relationship between corporate social responsibility in technological innovation and sustainable competitive performance is proposed in this study. Additionally, the mastery climate may act as a boundary condition that strengthens the positive relationship between CSR and digital transformation. The data were collected in Chinese firms through a questionnaire. The results supported the mediation and moderation hypotheses, confirming that digital transformation mediates the relationship between corporate social responsibility in technological innovation and sustainable competitive performance. The mastery climate moderates the relationship between corporate social responsibility in technological innovation and digital transformation. The results have implications for theory and practice. Limitations and future research directions are also discussed.

Orchestrating an organizational mastery climate: Lessons from human resource managers

This study aims to explore how HR professionals orchestrate an organizational mastery climate (i.e., a climate that fosters employees’ effort and cooperation in learning, development and skill mastery) in their organizations. Theoretically, the study builds on HR systems theory (Bowen & Ostroff, 2004) and the literature on HR alignment. The study is informed by thirty-four in-depth interviews with senior HR leaders in Indonesia from multiple industries and scale of businesses. Several themes emerged from the thematic analysis of the data, accentuating the alignment between the HR function, the employees and the senior management team. These themes are found to be critical to achieve the synergistic effects of HR practices in order to establish organizational mastery climate. Theoretically, this study contributes to the expansion of the strategic human resource management (HRM) body of knowledge by highlighting (1) the crucial role the HR function plays in establishing organizational mastery climate; and (2) the importance of aligning HR practices with key stakeholder interests to establish an organizational mastery climate. The study provides a practical model and a checklist for people management professionals for creating and maintaining a strong and unified organizational learning climate.

A cross-sectional study of variations in schoolwork stress in academic upper secondary school classes in Mid-Norway.

This paper investigates stress related to schoolwork among students in academic upper secondary schools. The research questions asked are: 1. To what degree does students' schoolwork stress vary between academic classes?; And 2. are perceptions of classroom goal orientation, academic achievement, sex and parental education related to schoolwork stress? A cross-sectional survey was done in the final year of upper secondary school in 71 school classes from 13 schools. A total of 1955 students in academic education programs were invited to participate in the survey, and 1511 completed the survey; the response rate was 77%. The outcome measure was a composite measure of schoolwork stress (alpha = 0.81). Multilevel modeling was used to estimate school class-level effects. The mean value of schoolwork stress was 4.0, on a scale of 1 (very little schoolwork stress) to 6 (very high schoolwork stress). About half of the students reported a score of 4 or higher. The analysis showed that individual characteristics explained most of the variation in schoolwork stress. Girls experienced a much higher level of schoolwork stress than boys (mean values of 4.3 and 3.6, respectively). There was also a significant class-level effect, estimated to 6% of the variance. Students' perceptions of classroom goal orientation was also associated with schoolwork stress. The main contribution was the discovery of significant variations in schoolwork stress between school classes. We also found that higher mastery climate was linked to lower schoolwork stress, whereas higher performance climate was linked to higher schoolwork stress.

A Systematic Review with a Meta-Analysis of the Motivational Climate and Hedonic Well-Being Constructs: The Importance of the Athlete Level.

Motivational climate is known to relate to individual behaviors, emotions, and thoughts. Hedonic or subjective well-being includes self-assessed positive affect (i.e., pleasant affect, moods, and emotions), negative affect (i.e., unpleasant affect, moods, and emotions), and life or domain-specific satisfaction. The aim of this review was to quantify the relationships between task and ego motivational climate scales and measures representing hedonic well-being with sports participants. Potential moderators of the motivational climate and hedonic well-being were examined. This review followed the PRISMA guidelines (PROSPERO ID CRD42023470462, registered 28 October 2023). From five relevant databases, one relevant review, and hand searching, 82 articles totaling 26,378 participants (46.3% female) met the inclusion criteria. The articles spanned publication dates from 1993 to 2023, representing 18 countries, various team and individual sports, and athletes competing in elite (e.g., Olympic) to grassroot (e.g., club sport) competitions. To meta-analyze the motivational climate and hedonic well-being relationships, the random-effects model was used. For the moderation analyses, the mixed-effects model was used. The task or mastery climate relationships were medium in magnitude with positive affect and satisfaction and small with negative affect. The ego or performance climate relationships were small in magnitude for positive affect, negative affect, and satisfaction. Evidence of bias existed in the motivational climate and hedonic well-being relationships. For moderation analyses, athlete level (i.e., elite vs. non-elite) moderated (p < 0.05) the task (elite, r = 0.23; non-elite, r = 0.34) and ego motivational climate (elite, r = -0.02; non-elite, r = -0.13) and positive affect and satisfaction combined relationships. In conclusion, the motivational climate and hedonic well-being relationships were stronger for the task climate than for the ego climate. The finding that elite athlete correlations appeared dampened is important for future research. Even with the damped relationships, practitioners, from the Olympics to local clubs, should ensure the promotion of the task climate to maximize positive affect and satisfactions in and around the sport experience.

Having a Goal Up Your Sleeve: Promoting a Mastery Climate in a Youth Football Academy Team

In sport, there is extensive evidence that supports the benefits associated with a mastery climate. However, limited studies have explored how physical tools could be used to promote mastery climates in youth sport contexts. Using an action research approach, we sought to understand the benefits and drawbacks of applying tools grounded in goal setting to promote a mastery environment: (a) an “arm sleeve” to be worn by athletes during training and matches and (b) a “reflection sheet” for use pre- and posttraining/-matches. These tools were implemented for a 3-week period with a U13 academy team (18 players and two coaches). Based on observation notes, focus groups, and one-on-one interviews, the analysis showed that the arm sleeves were helpful reminders for process goals, whereas the coaches had abandoned the use of reflection sheets due to lack of time. The benefits and drawbacks of the tools are discussed while pedagogical and practical implications are considered.

체육수업에서 중학생이 지각한 동기분위기와 학습태도와의 관계에서 상호작용 방식의 매개효

Objectives The purposes of this study were to the mediation effects of interaction styles in the relationships between perceived motivational climate and learning attitude in physical education class of middle school students.&#x0D; Methods The subjects of this study consisted of 323(boys 163, girls 163) middle school students. The data was collected by quota sampling method. The used instrument of this study were the Yoo(1997) for measuring motivation climate scale, the Hwang, Ahan, and Seo(2016) for measuring friend relationship and teacher-students relationship scale, and the Son, Kim, &amp; Lee(2006) for measuring learning attitude scale. The data were analyzed by descriptive statistics, factor analysis, correlation analysis, and a structural equation model as a statistical method.&#x0D; Results The results of this study was as follows. First, mastery climate positively influenced to teacher-students relationship and friend relationship, but performance climate positively influenced to friend relationship. Second, both mastery climate and performance climate positively influenced to learning attitude. Third, both teacher-students relationship and friend relationship positively influenced to learning attitude. Forth, there was partially mediates effect between mastery climate and learning attitude as a parameter fo the teacher-students relationship.&#x0D; Conclusions The purposes of this study was confirmed that motivation climate had partially mediates effect on learning attitude through the teacher-students relationship.&#x0D;

Fear of failure and perception of the motivational climate under the coach pressure

The motivational climate perceived by players is a psychosocial process that has an impact on how they adjust their psychological response to performance situations with greater or lesser efficiency and balance. The aim of this study was to identify distinctive profiles of fear of failure and basic psychological needs in young handball players according to perceived motivational climate (mastery vs. performance). It examined differences in the distribution of gender and age and satisfaction of basic psychological needs and fear of failure within each profile. The study participants were 681 young (M = 16.16 years; SD = 0.92) handball players. A battery of scales adapted to Spanish was administered to measure motivational climate, fear of failure, and basic psychological needs. Central tendency, correlational, cluster, and comparative analysis (multivariate analysis) were applied to determine two profiles (Cluster 1 vs. Cluster 2). The Cluster 1 was characterized by those players with the highest values in the perception of a mastery climate, and the Cluster 2 included those players with a mixed mastery/ performance climate. The results may provide relevant information suggesting that a climate high in mastery and low in performance is preferable to a climate that is moderately high in both dimensions. They are useful to coaches in designing and adjusting training programs so that their athletes can enhance resources under balanced psychological efforts that reduce discomfort and flight, thus improving adaptation skills to coping with competitive demands and pressure.

Procedural Pay Transparency, Motivational Climate, and Employee Outcomes

As most previous research on pay transparency focused on individual- or organizational-level dynamics, we have limited understanding of the impact of pay transparency on culture or climate within an organization. This study investigates how procedural pay transparency is associated with the motivational climate in work units within organizations. One might argue that, in the presence of pay transparency, employees may further engage in social comparisons to learn about how they are doing relative to their peers, which leads to an increased performance climate, where success is defined based on relative performance. However, the findings from this study suggest that procedural pay transparency is positively associated with mastery climate instead, that is, a work unit climate where success is defined based on learning, growth, and effort. Furthermore, the results suggest that procedural pay transparency is meaningfully related to sorting and motivational effects through its impact on mastery climate.

The influence of team motivational climate on employee creativity-mediating role of domain-relevant skills.

Employee creativity drives enterprise development, and team motivational climate plays an important role in incubating employee creativity. Based on creativity component theory, this study explores the impact of team motivational climate (mastery climate and performance climate) on employee creativity and its mechanism. Through the paired data of supervisors and employees at three time points, the research shows that mastery climate positively affects employees' domain-relevant skills and domain-relevant skills positively affect employee creativity. By controlling the mediating effect of intrinsic motivation and self-efficacy, domain-relevant skills mediate the impact of mastery climate on employee creativity; performance climate and mastery climate work together on domain-relevant skills. When both are high, domain-relevant skills are highest. Performance climate moderate the mediating effect of domain-relevant skills between mastery climate and employee creativity. When performance climate is high, the mediating effect of domain-relevant skills is stronger. Suggestions for practice and future research are provided.

Perceptions of the motivational climate, basic psychological needs, and life skills development in Chinese physical education students.

Life skills can have a positive impact on young people's mental health, academic performance, and overall well-being. Physical education (PE) is viewed as a promising setting for developing students' life skills, but less is known about this in non-English speaking countries such as China. Based on the integration of Self-Determination Theory (SDT) and Achievement Goal Theory (AGT), we aimed to examine the relationships between students' perceptions of the teacher-initiated motivational climate (mastery- or performance-oriented) and their life skills development in PE, as well as the mediating role of their basic psychological needs (BPNs) (satisfaction or frustration). We employed a cross-sectional survey. Chinese students (N = 533, Age range = 13-18 years) completed measures assessing these variables. We fulfilled correlational and mediational analyses. These findings showed that mastery climate was positively associated with needs satisfaction (r = 0.66) and eight life skills (r range = 0.44-0.61), whereas negatively associated with needs frustration (r = -0.49). Performance climate was positively related to needs frustration (r = 0.52), but negatively related to needs satisfaction (r = -0.38) and eight life skills (r range = -0.28 - -0.15). Needs satisfaction was positively (r range = 0.44-0.65), while needs frustration was negatively (r range = -0.50 - -0.34) linked with eight life skills. Furthermore, needs satisfaction positively mediated the effect of mastery climate on life skills development, but it is not found that needs frustration mediated the effect of performance climate on life skills besides goal setting, social skills, and time management. In conclusion, our study extended the previous literature on life skills in PE, and highlighted the roles of motivational climate and BPNs on students' life skills development. In practice, PE teachers should be encouraged to create a mastery climate as well as avoid a performance climate, to foster students' BPNs satisfaction, which in turn, promote their life skills development.

Association of parent, coach, and peer motivational climate with high school athlete burnout and engagement: Comparing mediation and moderation models

The purpose of this study was to (1) examine the direct association of parent-, coach-, and peer-initiated motivational climate with high school athlete burnout and engagement and (2) evaluate whether peer-initiated motivational climate mediates or moderates the association of coach-initiated motivational climate with burnout and engagement. Athletes (n = 150) completed a survey on their perceptions of parent-, coach-, and peer-initiated motivational climate, burnout, and engagement. Findings supported the mediation model, but not the moderation model. In addition to mastery and performance climate direct effects, significant medium-to-large indirect pathways from coach mastery climate → peer mastery climate → burnout, β = -.15, 95% CI [-.333, −.009], and coach mastery climate → peer mastery climate → engagement, β = .19, 95% CI [.020, .293] were observed. Findings support that a parent, coach, and peer-initiated mastery motivational climate was associated with burnout and engagement while a performance climate was mostly unrelated to these indices of athlete well-being. In addition to direct associations with burnout and engagement, coaches also had an indirect association through peer mastery-initiated motivational climate. Findings advance understanding of how parents, coaches, and peers conjointly shape athlete burnout and engagement.

Beyond physical ability-predicting women's football performance from psychological factors.

Even though there is a clear agreement among researchers that psychological factors are a vital part of a football player's performance, the topic has not been investigated thoroughly. The present study aimed to examine the predictive value of psychological factors on female football players' match performance. A sample of 156 players from the top two leagues in Norway completed the following questionnaires: Perceived Motivational Climate in Sport Questionnaire 2 (PMCSQ-2), Big Five Inventory (BFI-20), Self-Regulated Learning questionnaire, and Grit-S and Sport Mental Toughness Questionnaire (SMTQ). Match performance data were collected from the online database of the performance analysis company InStat. Results from a linear mixed model analysis showed that perceived mastery climate and extraversion were the only significant predictors of performance. Other relevant indicators, such as mental toughness, self-regulated learning, and grit, did not predict performance. These findings suggest that the team climate facilitated by coaches may be more important for predicting match performance than individual psychological factors.

ROLES OF COACH’S BEHAVIOUR IN AFFECTING THE PROSOCIAL AND ANTISOCIAL BEHAVIOUR IN ATHLETES: A SYSTEMATIC REVIEW

Prosocial and antisocial behaviour have been utilized in sports exploration to allude proactive and inhibitive profound quality, whilst, individually with low degrees of antisocial behaviour reflecting inhibitive ethical quality. A wide range of coaching conduct affects the behavioural results of athletes. Athletes usually endorse sporting behaviour when coaches generate a mastery climate that accentuates learning, effort and enhancement as keys to success. Contrary to a performance climate that emphasises outperforming others and winning. Therefore, the primary aim of this study is to examine the past literature about the roles of the coach’s behaviour in affecting the prosocial and antisocial behaviour in athletes. This study carried out an extensive online assessment of the data source (Scopus and Web of Science) and a conference scheduled of possibly related papers. The search methods were restricted to studies published in English with full-text availability. A total of 39 studies were chosen from 58 total records. However, a few studies accepted for the review, of which two were selected in qualitative synthesis and thirteen studies selected in the quantitative synthesis. In these two published types of research, we filter out the data (Scopus and Web of Science). As a result, a sample of 15 dissertations and theses selected for systematic quality analysis. The findings systematically evaluate cross-sectional observation-based studies the coach-athlete relationship may be critically significant for thoughtful athletes’ moral behavior in sport. Thus, as a result, it is vital that the coaching approach may focus on the importance of establishing a sports environment that promotes positive behaviors and enables athletes to acquire a feeling of responsibility and self-regulation.

Multidimensional Motivational Climate Questionnaire in Physical Education at the Situational Level of Generality (MUMOC-PES).

The main aim of this study was to investigate the construct validity of a new MUltidimensional MOtivational Climate questionnaire in Physical Education (PE) at the Situational level of generality (MUMOC-PES), capturing four dimensions of empowering (autonomy support, task-involvement, relatedness support, structure) and three dimensions of disempowering (controlling, relatedness thwarting, ego-involvement) climate. Nine hundred and fifty-six adolescent students completed the new measure alongside measures of mastery and performance approach/avoidance climate and satisfaction. Confirmatory factor analysis supported the construct validity of the MUMOC-PES. Student satisfaction in PE corresponded positively to empowering and negatively to disempowering climate dimensions. Controlling for age, gender and within-class individual differences in perceived empowering and disempowering dimensions, class average scores on perceived empowering climate had significant effects on student satisfaction, implying predictive validity for the MUMOC-PES. Structural Equation Modeling (SEM) suggested that perceived autonomy support and relatedness thwarting had direct positive and negative effects on satisfaction respectively. Moreover, effects of perceived structure and thwarting relationships on satisfaction were mediated through a mastery climate construct capturing the linkage between perception and mastery goal. The results are discussed in relation to existing measures and literature on motivational climate and the future use of MUMOC-PES in research and PE teachers' training.

How and when voluntary citizenship behaviour towards individuals triggers vicious knowledge hiding: the roles of moral licensing and the mastery climate

Purpose The purpose of this paper is to investigate how voluntary citizenship behaviour towards an individual (VCB-I) is linked with vicious knowledge hiding (VKH), and why members, within a mastery climate, tend to participate in less VKH after their engaging in VCB-I. The authors, according to the moral licensing theory, propose that moral licensing mediates the relationship between VCB-I and VKH, and that a mastery climate weakens the hypothesised link via moral licensing. Design/methodology/approach This study surveys 455 valid matching samples of subordinates and supervisors from 77 working teams in China at two time points and explores the relationship between VCB and VKH, as well as the underlying mechanism. A confirmatory factor analysis, bootstrapping method and hierarchical linear model were used to validate the research hypotheses. Findings The results show that VCB-I has a significant positive effect on VKH; moral credentials play a mediating role in the relationship between VCB-I and VKH; and the mastery climate moderates the positive effect of moral credentials on VKH and the mediating effect of moral credentials. In a high-mastery climate, the direct effect of moral credentials on VKH and the indirect influence of VCB-I on VKH through moral credentials are both weakened, and conversely, both effects are enhanced in a low-mastery climate. However, contrary to the expected hypothesis, moral credits do not mediate the relationship between VCB-I and VKH, which may be due to the differences in the mechanisms between the two moral licensing models. Originality/value Prior research has mainly focused on the “victim-centric” perspective to examine the impacts of others’ behaviour on employees’ knowledge hiding. Few works have used the “actor-centric” perspective to analyse the relationship between employees’ prior workplace behaviour and their subsequent knowledge hiding intention. In addition, this study enriches the field research on the voluntary aspects of organisational citizenship behaviour, which differs from its involuntary ones.