Mastery Motivational Climate Research Articles

Strategies for the development of mental toughness of construction professionals: the case of Ghana

Purpose The construction sector is recognized for subjecting its workers to various psychological pressures and mental stressors. As a result, it is crucial to explore and discover effective strategies to support these workers in managing and enduring these demanding circumstances. Mental toughness is a concept that has been advocated to aid individuals in coping and adapting to pressures and challenges. Therefore, it is imperative to explore strategies critical to developing mental toughness among construction professionals. Thus, the purpose of this study is to identify critical strategies for the development of mental toughness among construction professionals. Design/methodology/approach A comprehensive literature review was conducted using Google Scholar, Scopus, ScienceDirect and PubMed databases to identify the strategies for the development of mental toughness. These identified strategies were used to develop a structured closed-ended questionnaire to aid in data collection. Of the 317 questionnaires distributed, 207 were collected and used for data analysis. The data were analysed using mean score ranking and one sample t-test. Findings The study highlighted 12 critical strategies for the development of mental toughness among construction professionals. These include recognizing and rewarding achievements, taking time for self-care, organizing mental training programs, using positive self-talk, embracing a growth mindset, providing social support/developing a strong support network, creating a challenging training environment, engaging in regular physical exercise, fostering a mastery motivational climate, setting clear but challenging goals, practicing mental imagery and practicing reflection on setbacks and failures. The analysis results indicated that all of the strategies, except one (which involves practicing reflection on setbacks and failures), displayed significance. By incorporating these strategies, construction firms and the industry as a whole can empower their workforce to cope and/or overcome the various demands and stressors that work and life places on them. Research limitations/implications The study highlights the significance of recognizing and rewarding achievements, fostering a growth mindset and implementing mental training programs to cultivate mental toughness among construction professionals. Moreover, promoting self-care practices and offering social support are essential strategies for enhancing mental resilience in the construction industry. By adopting these evidence-based approaches, construction organizations can create a mentally tough workforce capable of handling the challenges and demands of the industry effectively. Originality/value This study contributes significantly to the general body of knowledge in mental health management among employees in the construction industry. It does set the pace for the development of the general well-being of construction professionals in the achievement of mental toughness goals.

Supervisor knowledge Hiding’s impact on employee creativity: implications for thriving at work and future career

ABSTRACT This study examines the relationship between supervisor knowledge hiding behaviour (SKHB) and employee creativity in the context of the social exchange theory (SET). The study also investigates the mediating roles of supervisor ostracism (as perceived by employees, or SO) and employee knowledge hiding behaviour (EKHB), and the moderating role of mastery motivational climate (MMC) on this relationship. Data was collected from 216 employees working in IT-related organisations in Pakistan and the results support the hypotheses that SKHB negatively impacts employee creativity through the sequential mediating effects of SO and EKHB. Moreover, the study found that MMC serves as a buffer, reducing the negative impact of SKHB on employee perception of SO. Overall, this study provides a deeper understanding of how supervisor knowledge hiding can affect employee creativity, which is crucial for organisations to gain a competitive advantage.

The impact of coach and parent-created motivational climate on moral behaviours of Chinese student-athletes: examining the independent and interactive effects

ABSTRACT The purpose of this study was to examine the impact of coach- and parent-created motivational climates on the moral behaviour of Chinese student-athletes and to determine whether there were any interactive effects between them. To build on previous research, we proposed the hypothesis of independent effects and two types of interactive effects: synergistic interaction, where both parties work together, and compensatory interaction, where one party complements the other when it underperforms. To test our hypotheses, we gathered data from 255 Chinese student-athletes (159 male, 96 female, M age = 17.55) on their perceived motivational climate created by their coaches and parents, and their self-evaluations of moral behaviour. The hierarchical regression analysis showed that both mastery and performance climates created by coaches and parents had independent effects on all moral behaviours. Additionally, synergistic and compensatory interactive effects were observed on certain moral behaviours. Our study emphasises the crucial role of coaches and parents working together to establish a positive and supportive mastery motivational climate that encourages moral behaviour among Chinese student-athletes.

Motor skills intervention: conceptual and operational model and the determination of fidelity indexes

ABSTRACT Introduction: Determining intervention fidelity measures is a crucial methodologic requirement of any sound intervention; however, fidelity must be implemented within the intervention’s conceptual and operation models. The objectives of this manuscript were two-fold: (1) to provide an overview of the conceptual and operational model adopted to systematically design interventions and assess fidelity over the past 20 years and (2) to report the fidelity data of these motor skills interventions implemented by PE teachers enrolled in master and doctoral studies. Methodology: The first phase of the study included a 20-hour seminar with the research team to establish the intervention’s theoretical foundation and the expected outcomes. In the second phase, we implemented the model’s operational specification regarding the experimental conditions, teachers’ training, ecological validity, and determination of the reliability indexes. In the third phase, we identified the fidelity measures, including the program’s specificity, quality of delivery, adherence, exposure, and engagement across several phases to enhance fidelity. The results of the fidelity measures are described using information from 21 previous intervention studies that adopted the Mastery Motivational Climate conceptual model and the TARGET framework. Findings and Discussion: The climate specificity was achieved after 60 h of training that included lessons on the theoretical features of the intervention. This training enhanced the quality of self-reports (91%–93%) and external reports (88%–100%) in terms of adherence to the TARGET structures. This training also supported the teacher’s ability to follow the lesson plan 91% of the time. For ratters’ training, optimum intra- and inter-ratters’ reliability indexes were achieved after 30 h of training (80%–100% agreement). Across interventions, attendance was satisfactory (70%–90%), and dropout was low (15%). The teaching experience was related to the children’s attendance in the program (85%–96%). The field log showed that teachers were thoughtful about children’s attendance, engagement, and behaviors. Regarding children’s exposure, improvements in motor and psychosocial parameters were observed across interventions regardless of the length; more robust improvements were observed in the interventions that lasted 12 weeks or more. Concerning dose–response, the time the children had to practice and improve motor skills ranged from 30 min to 300 min, depending on the skill; children's success within the tasks increased over the intervention period (from 20% to 80%). The parents’ surveys revealed that children’s engagement in active playing at home increased and screen time decreased. Conclusions: The conceptual and operational models were essential to identify the core components of the intervention. Systematic teacher training was essential for the fidelity of the mastery climates interventions. Several fidelity measures (program specificity, quality of the delivery, adherence, exposure, and participant engagement) were critical to the implementation and success of the motor skill interventions. High reliability and fidelity scores were achieved and were highly correlated to the outcomes across interventions. The framework and model presented in this paper will allow for future replication studies.

Gender Differences in Coaching Behaviors Supportive of Positive Youth Sports Experience

In the youth sports domain, few coaches are women, masculine ideologies permeate the culture, and coaching practices do not always align with behaviors supportive of positive youth sports experience. The purpose of this study was to examine differences in men’s and women’s coaching behaviors associated with creating positive youth sports experience, including behaviors that create a safe and fun participation environment, a mastery motivational climate, and autonomy-supportive coaching. A total of 219 youth and high school coaches across different sports in one county in a western state responded to the survey—29% of them women. Along with the overall dearth of women in coaching, we found differences between men and women in the types of coaching positions they hold and the behaviors they bring to their coaching. Female coaches were more likely to be paid, primarily part-time, and they were also less likely to have children. Using a multivariate analysis of variance, significant mean vectors were found between female and male coaches in the four coaching behaviors measured. Women’s ratings were significantly higher on individual measures for autonomy and safety. As the coaching field comes to better understand the approaches that lead to positive youth sports experience, these findings raise important questions about why women and mothers are not a larger proportion of the coaching landscape and how that might change.

Intervention fidelity: multiple strategies to design, implement, and assess mastery motivational climate behavioral interventions

ABSTRACT Background Mastery motivational climate (MMC) interventions are an evidence-based approach utilized to deliver motor skill interventions (MSI) for young children. There are 6 environmental characteristics and instructional cues an instructor must appropriately manipulate to implement a MMC. These are known as the TARGET and stand for Task, Authority, Recognition, Grouping, Evaluation, and Time. Purpose The purpose of this paper is to describe the procedural, educational, and instructional components of intervention fidelity that we believe should be considered in the design, training, delivery, and assessment of a MMC intervention. The design phase should consider the intended intervention exposure and dosage prior to the intervention and develop a plan for implementation and measurement of intervention dose across the study. Conducting effective training for research personnel and developing formal implementation protocols are also important for intervention fidelity. During the intervention it is important to measure adherence to the TARGET structures using a formal checklist. Finally, we find it important to describe the extent to which the intervention was delivered as planned and report how closely we aligned with TARGET adherence throughout intervention implementation. Findings The discussion highlights how our increased efforts in our intervention fidelity have enhanced the quality and delivery of our MMC interventions from a pedagogical perspective. Specifically, in how we have used previous fidelity data to inform our future MMC intervention studies. There is more work to be done in MMC intervention fidelity, especially moving towards more teacher implemented MMC studies in the future as well as addressing participant level (i.e. attendance) fidelity concerns.

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.

Towards Identifying a Dosage Effect for Improving Fundamental Motor Skills of Preschool Children with a Mastery Motivational Climate Intervention.

Previous mastery motivational climate (MMC) movement interventions have enhanced fundamental motor skill (FMS) competence across diverse groups of preschool-age children. Yet, an adequate intervention length has not been established. Our purposes in this study were to (i) compare FMS competence in preschool children across two doses of MMC interventions, and (ii) describe changes in children's FMS 'mastery' across doses. We used secondary data analysis from a larger MMC intervention study in which 32 children (Mage = 4.4) received FMS testing (TGMD-3) at the mid-point of intervention and at post-intervention. A two-way mixed ANOVA with Group as the independent variable and FMS competence across three Time points as the repeated measure was significant for both Group and Time main effects for locomotor and ball skill competences separately. There was a statistically significant interaction between Group and Time on locomotor (p = .02) and ball skills (p < .001). Both groups showed significant improvements in their locomotor skills at each time point, but the intervention group improved faster than the comparison group. For ball skills, only the MMC group significantly improved by mid-intervention, and the comparison group showed significant improvements from pre-to post-intervention only. Children in this study were most likely to show mastery in running first, followed by sliding at mid-intervention. Few children mastered skipping, galloping, and hopping across the study. For ball skills, overhand and underhand throwing were more likely to be mastered, and few children mastered one and two-hand striking across the study. Collectively, these findings suggest that duration of instructional minutes may not be the most effective proxy for identifying a dose-response relationship of MMC intervention. Moreover, focusing on the patterns of skill mastery can help inform researchers and practitioners as to how to allocate instructional time during MMC interventions to optimize FMS competence for young children.

Effect of a motor skill-based intervention in the relationship of individual and contextual factors in children with and without Developmental Coordination Disorder from low-income families

Contextual opportunities facilitate skill acquisition, and the interaction between individual and contextual factors is fundamental to enhancing health and social parameters in children with DCD. This study examined (1) the influence of Mastery Motivational Climate (MMC) and Exercise Play Climate (EPC) interventions on motor performance, physical activity, self-perceptions, BMI, engagement in the lessons, playtime, and screen time of children without and with DCD, (2) the relationship between motor performance, self-perceptions, BMI, engagement in the physical education lessons, playtime, and screen factors in the children's physical activity levels in the lessons (PA) pre-and post-test. Children (N = 255, 98 children with Developmental Coordination Disorder - DCD; 157 children without DCD) were randomly assigned to MMC and EPC. Physical Activity levels in the lessons, motor performance, self-perceptions of physical competence, body mass indexes, appropriate motor engagement with success in the lessons, and active play and screen time were assessed. Regarding intervention impact, from pre-to post-tests, the results showed increases (1) PA in children with DCD in the EPC group and without DCD in the MMC group; (2) locomotor and ball skills for children with DCD in both climates; (3) locomotor and ball skills for children without DCD in the MMC group; (4) self-perceptions of competence for children with DCD in the MMC group; and (5) engagement with success for all children in both climates. A slight decrease in BMI for children with DCD in both climates was found. Regarding the associations, at post-test, engagement with success explained (1) PA levels for children with DCD in the MMC group and children without DCD in the EPC group; (2) active playtime explained PA for children with DCD in the EPC group; (3) ball skills explained PA for children without DCD in the MMC group. The intervention promoted overall increases in motor performance and children’s engagement in the lesson. The intervention strengthened the role of ball skills performance, engagement with success, and active play; however, these relationships were different across groups.

The Influence of the Motivational Climate on Rehabilitation Behaviors and Patient Satisfaction.

Athletic trainers influence the motivational climate in rehabilitation, but little is known about the role of the motivational climate on patient outcomes. The purpose of this study was to investigate the influence of the motivational climate in rehabilitation on athletes' behaviors in rehabilitation (eg,effort and energy) and overall satisfaction with rehabilitation. Cross-sectional, descriptive research. A total of 78 male and female, NCAA Division II injured athletes receiving rehabilitation services, and 7 certified athletic trainers, and 8 athletic training students providing rehabilitation health care participated. All injured athletes completed an adapted version of the Perceived Motivational Climate in Sport Questionnaire 2 to measure perceptions of the motivational climate in rehabilitation, along with the Overall Satisfaction with Rehabilitation Scale. Athletic trainers and athletic training students completed a training behaviors assessment to rate the athletes' energy, effort, and persistence in rehabilitation. Injured athletes' perceptions of the motivational climate predicted rehabilitation behaviors and patient satisfaction. Higher perceptions of having an important role in rehabilitation predicted higher rehabilitation behaviors (F3,74 = 4.45, P < .01), while higher perceptions of unequal recognition during rehabilitation predicted lower desirable behaviors (F3,74 = 4.90, P < .01). Higher perceptions of a mastery climate in rehabilitation predicted greater patient satisfaction (F3,74 = 7.41, P < .001) and lower perceptions of being punished for mistakes predicted greater satisfaction (F3,74 = 5.92, P < .001). Productive athlete behaviors during rehabilitation and greater patient satisfaction with rehabilitation can be expected when athletes perceive a mastery motivational climate during rehabilitation. Athletic trainers can facilitate creating a mastery motivational climate by focusing on individual improvement, putting forth high effort, and evaluating success based on personal improvement.

Mastery motivational climate intervention: Motor and social benefits for children with and without disabilities

This mixed-design study examined the effects of a mastery motivational climate intervention on the motor and social skills of underserved children with and without disabilities. A mastery climate was implemented for the intervention group consistent with the TARGET structure. Children, 24 children with disabilities (12 boys, 12 girls) and 52 without disabilities (31 boys, 21 girls), were assessed with the Test of Gross Motor Development –second edition pre-and post-intervention. Along with the intervention, social skills were assessed using a qualitative approach; a checklist with five levels of personal e social responsibility behavior was used. Results showed that mastery motivational climate intervention was effective in promoting positive changes in locomotor and object control scores; the intervention group also showed higher performance in the post-intervention than the control group. Along with the intervention, the children in the mastery motivational climate group also adopted higher personal and social responsibility levels during the lessons. Positive correlations were observed between children’s motor development and their levels of responsibility. The mastery motivational climate intervention promotes positive motor and social skills changes for children living in vulnerability.

Preventing violence in youth sport and physical education: the NOVIS proposal

BackgroundViolence in sport, both on and off the field, has been conceived as a main social problem that needs to be prevented.AimsThe purpose of this paper is to present in the ‘No Violence in Sport’ (NOVIS) project framework, a modular training model, some recommendations and tools that can be implemented in youth sport and physical education (PE) to prevent violence.MethodsA modular training model summarized in a NOVIS methodological guide designed for coaches and PE teachers aimed at raising awareness on preventing violence and developing specific didactic skills to contrast violence is presented. Didactic recommendations to create a mastery (task-involving) motivational climate in youth sport and PE, interactive didactic methodologies and inclusion are the key elements of the modular training model. In addition, some multimedia didactic tools (i.e., sport chart, logbooks, cooperative games, and videos) are also presented.ConclusionsThe main aim of the NOVIS project was to develop teaching methodologies and tools focused at preventing violence in youth sport and PE. Future research is needed to implement the modular training model and to test it, evaluating its efficacy, expanding its aims, and adapting it to specific contexts and countries.

A Mastery Motivational Climate-Based Service-Learning Program: Physical and Psychosocial Benefits Among Underserved Children

We explored children’s physical activity level and psychosocial outcomes in a service-learning program. The program, taught by preservice physical educators, engages children in fun activities within a mastery motivational climate (MMC). Forty-two children in grades K–4 wore accelerometers during two 90-min sessions, resulting in 84 data points. Forty-three children age 8 and up completed a postprogram survey assessing motivational climate, perceived competence, and personal and social responsibility. Of those, 27 completed a presurvey as well. On average, children were engaged in light activity for 38.6% and moderate-to-vigorous activity for 26.0% of the program time. Social responsibility improved from pre- to postassessment. Children perceived a high MMC, and regression analyses showed that MMC was positively related to perceived competence, personal responsibility, and social responsibility at the end of the program. Results suggest this program was effective in using an MMC to promote social responsibility while engaging students in light, moderate, and vigorous physical activity.

Differences in Preschool Boys’ and Girls’ Overhand Throwing Practice Behaviors During a Mastery Motivational Climate

The purpose of this study was to determine the extent to which preschool boys’ and girls’ gender and skill level relate to their throwing practice behaviors during a mastery motivational climate intervention. Fifty-four preschool children (24 boys, 30 girls) participated in a 7-week FMS intervention. Children’s practice behaviors (number of visits, total time, and total trials) at the overhand throwing station were video recorded during each session. A series of unpaired Welch assessments were run to determine if there were differences in practice behaviors across the intervention based on gender and initial skill level. Results indicated significant differences in practice time and trials based on gender and skill level, but no differences in the number of visits. It appears that throwing gender stereotypes perhaps may be related to practice behaviors for young children. Interventions should consider ways to make throwing more enticing for young girls and less skilled children to encourage practice and enhance learning.

Effects of an 8-week school-based intervention programme on Irish school children's fundamental movement skills

ABSTRACT Background: Irish school children have demonstrated poor proficiency in fundamental movement skills (FMS) and consistent with international literature, females and overweight children tend to be less skilled than males and non-overweight children. Interventions that are suitable for children of all abilities and which provide long-term improvements in FMS proficiency are warranted. Purpose: This study examined the immediate and long-term effects of an 8-week FMS intervention programme on 255 Year 3 and 4 Irish school children’s (50% male, 7.4 ± 0.6 yr) FMS proficiency levels. It was hypothesised that using a mastery motivational climate to deliver the intervention sessions would provide immediate and long-term improvements for all children, including females and overweight children. Methods: Participants were conveniently recruited from 4 schools and randomly assigned to the intervention-control (Group I-C: 2 schools, n = 134, 48% male) or control-intervention (Group C-I: 2 schools, n = 121, 52% male) sequence. Group I-C completed the intervention (i.e. two 45-minute FMS classes per week in place of usual PE for 8 weeks) in phase 1, and after a 4-week washout, completed the control condition (i.e. routine PE lessons for 8 weeks) in phase 2, and vice-versa for Group C-I. FMS proficiency, assessed using the Test of Gross Motor Development-Third edition, and weight status based on body mass index (BMI) were recorded at 5 time points: pre and post phase 1, pre and post phase 2 and at 13-months post-intervention (i.e. follow-up). Results: Linear mixed models revealed significant group × time interaction effects for locomotor, ball skills and total FMS scores (all p < 0.001) following engagement in the FMS intervention. No significant changes were observed following engagement in the control condition (i.e. Group C-I: pre to post phase 1 and Group I-C: pre to post phase 2; all p > 0.05). Significant improvements for locomotor, ball skills and total FMS scores were reported for both groups at follow-up compared to baseline (all p < 0.001). No significant group × time × gender or group × time × weight status interaction effects were reported (all p > 0.05). The proportion of participants who improved from poor-mastery to mastery/near-mastery was significant for eight skills, immediately following the intervention and from baseline to follow-up. Conclusion: Significant improvements in FMS proficiency were observed following a short-duration intervention that was delivered by an instructor with specialist FMS knowledge and an ability to create a mastery-oriented climate during lessons. Although the long-term effectiveness remains unclear, it is likely that mastery-oriented PE lessons could facilitate greater improvements in FMS development for children of all abilities compared to traditional PE lessons. Future studies should explore if primary teachers feel they have sufficient confidence and pedagogical skills to support children’s FMS development during PE.

Fundamental Motor Skill Physical Education Lessons Increase Health-enhancing Physical Activity in Elementary School-age Children

Objective: Research demonstrates mastery motivational climates are effective in increasing children’s physical activity (PA) and fundamental movement skills (FMS). In this study, we evaluated the effects of different types of mastery climate physical education (PE) lessons on PA and FMS. Methods: Participants in this 10-week randomized trial (N = 45, mean age = 9.0±0.5years, 48.9% boys) were randomly assigned to one of 3 mastery climate PE lessons: (1) FMS, (2) PA, or (3) FMS + PA. We conducted one-way ANCOVAs to determine differences between lessons on percentage of time spent in PA levels and changes in FMS scores. Results: There was a statistically significant effect of lesson type on moderate-to-vigorous PA (MVPA; F(2,40) = 7.730, p <.001), vigorous PA (VPA; F(2,40) = 4.372, p <.019), locomotion score (F2, 38 = 3.431, p =.043) and total FMS score (F2, 38 = 4.993, p =.027). Post hoc analyses revealed children receiving the FMS lesson had significantly higher MVPA levels compared to other lessons and higher VPA levels compared to the PA lesson (all ps <.05). Conclusions: Mastery climate FMS PE lessons are effective in increasing MVPA and VPA in elementary students. Continuing to incorporate FMS into the PE curriculum may be a valuable way to increase PA.

Spanish Adaptation of Motivational Climate in Education Scale with University Students

The aim of this study was to provide evidence of the validity and reliability of the dimensionality of the Spanish adaptation of two correlated subscales to assess motivational climate in the university education context: Mastery motivational climate and performance motivational climate. Two different studies with cross-sectional design and different samples of university students were used to accomplish this research (Study 1: 181 students, mean age = 20.83, SD = 1.76; Study 2: 354 students, mean age = 21.84; SD = 1.98). In Study 1, Exploratory Structural Equation Modeling, Confirmatory Factor Analysis (CFA), and reliability analysis of the scale were conducted. In Study 2, CFA, reliability analysis, discriminant validity, temporal stability, factorial invariance across gender, and nomological validity were managed through a regression model measuring the relationships between democratic and autocratic behavior, mastery climate, and performance climate. The final version of the Motivational Climate in Education Scale showed acceptable goodness of fit and values of discriminant validity, reliability, temporal stability, and invariance across gender. According to its nomological validity, democratic behavior was shown to be a statistically significant predictor of mastery climate, and the teacher’s autocratic behavior was shown to be a statistically significant predictor of performance climate. This scale is a valid and reliable instrument to assess mastery climate and performance climate in the Spanish university educational context.

An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories

The purpose of the present experiment was to investigate whether the motivational climates (MCs) drawn from achievement goal and self-determination theories would affect perceived competence and the use of claimed self-handicapping. Specifically, this study examined the effects of performance MC, mastery MC and need-supportive MC on these two variables. In the context of high school physical education, 37 participants had the opportunity to claim handicaps before performing an isometric resistance task in a given MC. This procedure was repeated three times at one-week intervals so that all participants were assigned to each of the three MCs. Consistent with our hypotheses, students claimed handicaps less in the need-supportive than in the performance MC. In addition, when data from girls and boys were separated, girls reported significantly greater perceived competence in the need-supportive MC than in the performance and mastery MCs. The theoretical and applied implications of these finding are discussed.

Motivational Climate in the Physical Education Context Through the Perspective of Teachers and Students

This mixed methods study examined (a) physical education teachers’ self-reported motivational climate and (b) students’ perceptions about the motivational climate promoted by their teachers, to identify the coherence between students’ and teachers’ views from elementary, middle, and high schools. Fifteen PE teachers (9 males, 6 females) participated in the qualitative study; 899 students (447 males, 452 females) participated in the quantitative study. The majority of teachers promoted a mastery motivational climate. Additionally, students’ reports confirmed teachers’ perceptions about the motivational climate.Subscribe to TPE

Parents' Sport Socialization Values, Perceived Motivational Climate and Adolescents' Antisocial Behaviors.

Parents play a key role in young athletes’ sport experience. In particular, parents’ sport goals for children may influence young athletes’ morally relevant sport behaviors. The present study involves 172 Italian adolescents (female = 51.7%; age M = 15.41, SD = 1.73) practicing team sports and analyzed whether and the extent to which parents’ sport socialization values, those values adolescents perceived their parents wanted them to endorse (i.e., moral, competence, status values), were associated with young athletes’ antisocial behaviors towards teammates and opponents. Adolescents’ perceptions of the prominent motivational climate (i.e., mastery and performance) within their team were also considered. Participants were asked to fill out questionnaires, including the Youth Sport Values Questionnaire-2, adapted to measure adolescents’ perceptions of parental socialization values, the Perceived Motivational Climate in Sport Questionnaire and the Prosocial and Antisocial Behavior in Sport Scale. The results of multiple linear regression analysis and relative weight analysis showed that mastery motivational climate, as protective factor, and mothers’ status values, as risk factor, were the most important variables in predicting adolescents’ antisocial behavior towards teammates. As far as adolescents’ antisocial behavior towards opponents was concerned, performance motivational climate and mothers’ status values were the most relevant predictors: the more adolescents perceived their coaches and mothers as giving importance to performance and status, the higher was the frequency of their antisocial behavior in sport. Implications and further developments of the study are discussed.