Motivational Climate Research Articles

Exploring the Roles of Student-Perceived Reading Classroom Motivational Climates on Reading Motivation Among Chinese High-Achieving and Low-Achieving Students

This study explored the associations between a student-perceived classroom motivational climate, as defined by the Task, Authority, Recognition, Grouping, Evaluation, and Time (TARGET) framework, and reading motivation among Chinese students. This study selected 375 participants from the top 25% and 375 participants from the bottom 25% in reading performance out of a total of 1500 secondary students in Beijing. Multivariate analysis of variance (MANOVA) analyses revealed that high-achieving students had significantly greater perceptions of mastery-oriented tasks, mastery-oriented autonomy/time, mastery-oriented group activities, and mastery-oriented rewards/evaluations and lower perceptions of performance-oriented autonomy/time, performance-oriented group activities, and performance-oriented rewards/evaluations than did low-achieving students in reading classrooms. High-achieving students presented greater intrinsic motivation and reading efficacy than low-achieving students did. Using two-group structural equation modeling, the study demonstrated that mastery-oriented tasks predicted adaptive motivation in both high-achieving and low-achieving students, whereas performance-oriented rewards/evaluations predicted avoidance goals. Additionally, mastery-oriented group activities were negatively correlated with adaptive motivation among low-achieving students but positively correlated with adaptive motivation among high-achieving students. Performance-oriented group activities were positively correlated with intrinsic motivation only among high-achieving students. This study suggests that reading teachers should provide individualized support to ensure a positive learning process for all students rather than focusing solely on performance.

The impact of combining laboratory experiments on scientific text reading comprehension and motivation in Arabic

ABSTRACT Scientific texts often present challenges in comprehension for children. This investigation aimed to assess the effects of integrating learning facilities in the domain of science education by testing the impact of incorporating laboratory experiments on students’ science achievement and their social-emotional development. The study involved 120 Arabic-speaking fifth-graders, 60 of whom exhibited reading difficulties. These participants were allocated to either an intervention group, which engaged in laboratory experiments, or a control group, which experienced traditional, lecture-based learning. ANOVA analysis was employed to examine the influence of time, group, and reading proficiency on outcomes in scientific text comprehension, motivation, and classroom climate. Findings indicated a significant main effect for each of these factors. A significant interaction effect was observed solely for scientific text reading comprehension. These outcomes are interpreted within the context of the specific challenges faced by Arabic-speaking children in science learning, underscoring the necessity of integrating diverse educational facilities.

Mental toughness in elite adolescent football players: Exploring the role of motivational climate and coach-athlete relationships

Mental toughness is an important predictor of desirable outcomes in sport, and so an essential mental ability for young athletes to develop. However, it remains unclear how mental toughness relates to distinct-yet-interacting features of several team psychosocial contexts, such as the motivational climate and the quality of coach-athlete relationship. This cross-sectional study tested the relative roles of coach-created motivational climate and coach-athlete relationship, and their interaction, in predicting variance in athlete mental toughness. Participants were 140 male elite adolescent athletes (aged 12 to 17 years) from the youth academy of a Portuguese Premier League football club. Hierarchical linear regressions showed that athletes’ perceptions of an empowering coach-created motivational climate did not account for additional variance in mental toughness beyond that accounted for by coach-athlete relationship. In contrast, coach-athlete relationship accounted for additional variance beyond an empowering coach-created motivational climate. These results suggest that the concept of quality coach-athlete relationships is embedded within good coach leadership and highlight its relevance over broader motivational climate for healthy psychological development in youth athletes. A moderation analysis revealed a significant interaction between empowering coach-created motivational climate and coach-athlete relationship, with the positive association between empowering coach-created motivational climate and mental toughness increasing as coach-athlete relationship increased in quality. This result implies that the positive effect of motivational climate on mental toughness depends on there being high quality coach-athlete relationships. Future psychological interventions aimed at increasing mental toughness in young athletes should also contemplate the quality of coach-athlete relationship.

Perceived motivational climate, doping attitudes, and doping temptation among elite adolescent athletes: The moderating role of perfectionism.

A sports culture that emphasizes normative success, as evident in a performance motivational climate, may encourage athletes to use prohibited performance-enhancing substances. Athletes with perfectionistic tendencies are believed to be particularly tempted to doping when finding themselves in such sporting environments. In this study, we examined whether perceived motivational climate was related to doping temptation directly and indirectly via doping attitudes and whether perfectionism moderated this indirect relationship. The sample comprised 420 adolescent athletes aged 16-18years (mean age=16.94 and standard deviation=0.81) recruited from five Norwegian sport academy high schools. Regression analysis revealed that athletes' perceptions of a performance climate were positively related to their temptation to dope both directly and indirectly via doping attitudes, and that this indirect relationship was stronger among athletes who were moderate or high in their perfectionistic concerns. No direct or indirect relationships were found between mastery climate and doping temptation, nor did perfectionistic strivings moderate the indirect relationship between mastery climate and doping temptation via doping attitudes. Taken together, our findings suggest that athletes who perceive their sport environment as performance-oriented and believe that the benefits of using prohibited substances outweigh the drawbacks are more tempted to dope. Moreover, this tendency is particularly notable among athletes who are moderately or strongly concerned about making mistakes (i.e., have perfectionistic concerns).

Perceived Motivational Climate and Sport Emotions as Predictors of Resilience Among Collegiate Athletes in Region X: A Convergent Design

Perceived Motivational Climate and Sport Emotions as Predictors of Resilience Among Collegiate Athletes in Region X: A Convergent Design

Intrinsic Motivational Climate and Physical Activity Levels of Female Students in Budapest, Hungary

Motivation is a vital determinant in sustaining physical activity (PA). Motivation influences not only PA participation but also serves as a crucial determinant of exercise adherence. The study of motivational processes in sports for adolescents is crucial because, according to the World Health Organization, globally, 81% of adolescents aged 11-17 years were insufficiently physically active in 2022. The present research aimed to investigate a) the relationship of the variables of IMCPEQ [ intrinsic motivational climate of PE lessons questionnaire] with PA of Hungarian female students and b) the differences concerning motivational components of students’ PA. A sample of 325 Hungarian female students from nine schools aged 13–15 (mean age = 14.07; SD = 0.87) was used. They responded to the questionnaires online. Pearson correlation coefficient and one-way ANOVA were performed to identify the relationship and differences between variables. Findings indicated a significant positive relationship between PA levels and Task-involving climate, Social-relatedness supporting climate, Autonomy-supporting climate, Enjoyment, and Physical activity. No relationship was present between Ego/competitive climate variable and PA levels. Moreover, the intrinsic motivational climate in physical education (PE) significantly influenced differences in PA levels among female students. Post hoc test with Bonferroni corrections’ results indicated significant differences in the variables. To summarize, IMCPEQ, as analysed by the Self-determination Theory and Achievement Goal Theory, encouraged physical activity. According to the study results and based on the higher mean of the task-involving climate, students’ personal development, objectives, and expertise in skills should be emphasized. Article history: Received: 2024 November 18; Revised 2025 January 08; Accepted 2025 January 10; Available online: 2025 February 10; Available print: 2025 February 28

Motivational Climate, Satisfaction, and Intrinsic Motivation in University Students After the Application of a Gamified Intervention Using Traditional Sports Games

Abstract Gamified learning environments are widely used within the educational context in the subject of Physical Education. The aim of this study was to analyze the perception of the motivational climate, satisfaction, and intrinsic motivation of university students in practical classes according to gender and the type of methodology used. A total of 76 university students aged 20.58±1.69 participated in twelve two-hour practical sessions. The sessions were developed through traditional sport games, which were divided according to the type of methodology used: traditional (TRA, n=6) and gamified (GAM, n=6). Afterwards, to detect the differences in mean scores obtained for each of the methodologies used, the following tests, if needed, were performed: a non-parametric Friedman’s test with a post-hoc Wilcoxon test for pair-wise comparisons, or a two-factor repeated measures with a post-hoc Bonferroni test. Additionally, a Receiver Operating Characteristic curve analysis was performed to determine the cut-off point of the variables studied as a function of the classification of the study participants according to gender. The results showed differences in the perception of motivational climate according to gender in the traditional instructional approach. More specifically, the score for the dimension task climate was higher (M=4.21±0.58) than that recorded for the female students (M=4.57±0.45). In addition, for intrinsic motivation, the male students showed differences between both methodologies, with a higher score in the gamified program in the dimensions competence (M=3.63±0.51) effort-importance (M=3.57±0.55) and tension-pressure (M=2.92±0.85). Finally, there were significant differences between the two methodologies for satisfaction scores with the classes by gender. In each and every dimension that showed significant differences, the scores obtained by the female students were higher than those recorded for the male group in both methodologies. The application of a gamified intervention emerges as a powerful tool that could increase the motivation and satisfaction of students, favoring the teaching-learning process.

Examining the mediating role of motivation in the relationships between teacher-created motivational climates and quality of engagement in secondary school physical education.

Grounded in Duda's integrated model of the motivational climate, the current study examined the hypothesized mediating role of motivation quality in the relationships between empowering and disempowering teacher-created motivational climates and indicators of quality engagement in secondary school physical education (PE). The hypothesised model was tested cross-sectionally and longitudinally in two separate samples of students. Data were collected via questionnaires measuring the motivational climate, autonomous and controlled motivation and indicators of engagement (enjoyment, concentration and boredom). Cross sectional data collected from 832 students (439 males and 386 females) while longitudinal data stemmed 299 students (166 males and 163 females). All students were from schools in Wales aged between 12 and 15 years. Structural equation modelling was used to test the hypothesised model and the mediating role of autonomous and controlled motivation. The hypothesised model was supported cross-sectionally and longitudinally, indicating that empowering climates positively predicted students' autonomous motivation for PE, whereas disempowering motivational climates positively predicted controlled motivation. In turn, autonomous and controlled motivation positively and negatively predicted indictors of students' engagement in PE in the hypothesised directions. Analyses revealed relationships between empowering and disempowering climates with enjoyment, concentration and boredom were indirect via autonomous and controlled motivation. In summary, results support the role of autonomous and controlled motivation in the differential relationships between empowering and disempowering motivational climates and indicators of the quality of student engagement. The findings suggest that targeted professional learning opportunities for PE teachers are needed which facilitate more empowering climates and reducing disempowering strategies.

Enhancing interaction quality in interdisciplinary group work: The impact of student motivation and teacher-initiated diversity climate

Interdisciplinary Group Work (IGW) is increasingly being adopted in higher education settings to foster interdisciplinary competencies among students. The effectiveness of IGW hinges largely on the quality of student interactions across different disciplines. Understanding how students interact in IGW, along with the role of institutions and educators in facilitating such interaction, is crucial for enhancing interdisciplinary education quality. This study responds to the need for integrated research that considers both individual and environmental factors, employing Expectancy-Value Theory to assess perceived task value and constructing the notion of perceived teacher-initiated diversity climate as an environmental factor. It specifically examines the interactive influence of perceived benefits and costs on interdisciplinary interactions within group work and examines the impacts of perceived teacher-initiated diversity climate in boosting student’s perceptions and interactions in IGW contexts. Data collected from 108 third-year undergraduate students participating in team-based interdisciplinary programs reveals that positive perceptions of diversity significantly enhance interdisciplinary interactions, while perceived costs detract from them. It also shows that the challenges of interdisciplinarity do not substantially diminish students’ willingness to learn from various disciplinary perspectives. Importantly, perceived teacher-initiated diversity climate is related to greater positive perceptions in IGW, thereby improving interdisciplinary interaction. The paper concludes with suggestions for teachers and educational institutions on optimizing interdisciplinary education.

The 4Cs in youth sport: investigating psychometric multidimensionality, measurement invariance and criterion-related validity

ABSTRACT The 4Cs of positive youth development have been proposed as an appropriate framework for assessing athlete outcomes across various sport domains. However, the psychometric multidimensionality of the full 4C model has not been rigorously investigated. This study examined the psychometric multidimensionality of the 4C model, comprising 10 subfactors, among youth team sport athletes (N = 510). We systematically compared confirmatory factor analyses and exploratory structural equation modelling (ESEM), along with their bifactor and hierarchical extensions, and discussed the empirical and practical appropriateness of these models. We further examined construct validity by testing measurement invariance over gender and sport type (contact, non-contact), and criterion-related validity on different aspects of peer motivational climate. ESEM was the optimal model, exhibiting construct and practical utility. Measurement invariance was broadly observed with four variant items; implications are discussed. Peer mastery climate was associated with positive outcome factors (e.g., competence, connection), while peer ego climate was associated with less desirable sport character (i.e., antisocial behaviours).

Psychological determinants of performance in women's football: a systematic review on resilience, anxiety, motivation and cohesion

Introduction: Over the past decade, women's football has gained significant visibility, leading to increased attention on the psychological factors that influence players' performance. Mental toughness is identified as a key trait that allows athletes to remain focused and resilient in high-pressure environments. Objective: This systematic review aims to analyze the psychological determinants of performance in young women's football, focusing on mental toughness, anxiety management, motivation, and team cohesion. Methodology: This review followed PRISMA guidelines and systematically searched four databases (PubMed, ProQuest, SCOPUS, FECYT) for articles published before October 1, 2024. The PICO framework was applied to define the research question, and data were extracted into an Excel spreadsheet, a total of 11 articles met all the inclusion criteria and were included in the final qualitative synthesis. Results: anxiety is explored in five studies, highlighting its physiological and psychological effects on performance and its predictors in elite athletes; resilience is examined in three studies, focusing on how young female athletes adapt to adversity to enhance performance and life skills; motivation is the subject of six studies, emphasizing intrinsic and extrinsic factors driving engagement, performance, and social influences in sports; and team cohesion is analyzed in two studies, illustrating its role in fostering better performance perceptions and group dynamics. Conclusions: Coaching strategies that foster a positive motivational climate and incorporate mental skills training can enhance psychological resilience, motivation, and performance outcomes.

Relationship between motivational climate, anxiety and average mark in pre-service physical education teachers: a cross-sectional study based on structural equation modelling approach

BackgroundMotivation is a variable that directly influences task orientation. Within the motivational sphere, the motivational climate determines whether a task is performed with an intrinsic or extrinsic.PurposeIt has been observed that depending on motivational orientations, anxiety levels and task performance can be increased. Likewise, there are differences in interests depending on the gender of individuals.MethodsThis research aims (a) To elaborate and adjust a theoretical model of the causal relationship of motivational climate on anxiety and academic performance and (b) To analyse the causal relationship between the motivational climate on anxiety and the average mark of the participants. Regarding the design, a comparative, cross-sectional and descriptive study was carried out on a sample of 558 trainee physical education teachers. The sample for this study is from southern Spain. Likewise, the branch of study of the sample is related to university degrees in education sciences and physical activity and sport sciences. The Beck Anxiety Inventory (BAI), Perceived Motivational Climate in Sport-2 and an ad hoc socio-demographic questionnaire were used to collect the data.ResultsIt is observed that the male sex presents a greater causal relationship of task climate (β=−0.259; p ≤ 0.05) and ego climate (β = 0.324; p ≤ 0.001) on anxiety. A stronger causal relationship of task climate (β = 0.340; p ≤ 0.001) and ego climate (β = 0.241; p ≤ 0.05) on mean score is also observed for the male population. The sample presents a negative causal relationship of anxiety on the average mark. This is higher for the male population (β=−0.126).ConclusionsMale students show a greater causal effect of motivational climate on anxiety and grade point average. Likewise, the causal relationship of task climate on the development of anxiety is negative for the study sample. In contrast, the ego climate exerts a positive causal relationship on the development of anxiety.

Motivational Climate in Physical Education: How Anxiety and Pleasure Modulate Concentration and Distraction

Purpose: This study examined the relationship between the motivational climate (empowering or disempowering) and pupils’ concentration and distraction in physical education, mediated by basic psychological needs (BPN) satisfaction/frustration, pleasure, and anxiety. Method: In total, 379 French high school pupils (Mage = 15.63; SDage = 0.87) completed a questionnaire regarding the study variables. This study used a structural equation modeling to examine the hypothesized relationships. Results: The motivational climate was found to be related to concentration/distraction. BPN satisfaction/frustration was related to concentration and distraction. This relation was mediated by anxiety and pleasure (empowering climate à BPN satisfaction à pleasure à concentration; disempowering climate à BPN frustration à anxiety à distraction). The model indicates a good fit: comparative-fit index = .93; Tucker–Lewis index = .91; root mean square error of approximation = .071. Discussion/Conclusion: By creating an empowering motivational climate and ensuring that pupils’ competence needs are satisfied or frustrated, teachers can improve pupils’ concentration which is key component of learning.

Análisis bibliométrico de la inteligencia emocional aplicada a los deportes de raqueta (2019-2024)

This systematic review aimed to analyze the influence of Emotional Intelligence on racket sports, a field that integrates physical and emotional aspects in training and competition. Scientific studies published between 2019 and 2024 were reviewed, selected from databases such as PubMed, Scopus, Web of Science, and Dialnet, using keywords such as “emotional intelligence”," "racket sports," and "motivation." From a total of 21 identified studies, 6 were selected based on inclusion criteria, such as their relevance to sports science and psychology. The methodology was based on the PRISMA statement adapted to Spanish, ensuring a thorough and rigorous review. The results highlighted that Emotional Intelligence plays a crucial role in emotional regulation, performance under pressure, and cohesion in individual and paired sports such as tennis, padel, and badminton. Additionally, the importance of the coach's leadership and motivational climate in the athletes' emotional development was underscored. The review concludes that Emotional Intelligence is a determining factor for optimizing athletic performance and fostering a balanced experience in competitive sports.

Perceived Team Motivational Climate, Athletic Identity, and Academic Endeavors Among High School Athletes

The purpose of this study was to examine whether athletes’ perceptions of a caring (C) and task-involving (TI) sport climate significantly predict their career decision self-efficacy; career exploration and engagement; academic support from coaches and teammates; and athletic and academic identity, after controlling for athletes’ demographic information. High school athletes (N = 228; 75 females and 146 males) completed a survey that included the measures of interest. A series of hierarchical regression analyses revealed that students’ perceptions of a C/TI climate were positive predictors of their career decision self-efficacy (TI), academic identify (TI), and coach support of their academics (C/TI). The findings of this study build on the work of Poux and Fry published in 2015 with college athletes. When coaches foster a C/TI climate, they may be promoting holistic development of their athletes by encouraging them to invest in their academic program and prepare for future careers.

A Coach Perspective on a Mastery Motivational Climate in the Competitive Youth Soccer Context

This study examined how coaches working in Norwegian competitive youth soccer viewed a mastery motivational climate and how they worked to create such a climate. Seven coaches participated in semistructured interviews (six men and one woman; Mage = 27.43, SD = 4.50, average coaching experience = 8 years). A reflexive thematic analysis was used, and results yielded three higher order themes, namely (a) providing opportunities for skill development, (b) interpersonal relationships as a vehicle, and (c) contextual barriers and facilitators. The overall results indicated that while creating a mastery climate seemed to be an ambition for the coaches, they narrowly defined it as balancing the level of mastery and challenge for their players. They found it challenging to maintain a mastery focus when competitive results had real-life consequences for them, and contextual aspects, such as working conditions and the peer climate, could function as either barriers or facilitators.

The Role of Work Motivation, Professional Competence, and School Climate in Improving Teacher Performance at SMAN 1 Karang Baru Aceh Tamiang

The Role of Work Motivation, Professional Competence, and School Climate in Improving Teacher Performance at SMAN 1 Karang Baru Aceh Tamiang

Programas de patinação artística com o Clima de Motivação para a Maestria: impacto no desenvolvimento motor de crianças

The present study aimed to verify the effect of two figure skating programs with the Mastery Motivational Climate (MMC) on girls' balance and fundamental motor skills. Twenty-four girls (7 to 10 years old) participated in study 1, and in study 2, 40 girls (5 to 10 years old), volunteers for the intervention groups. The skating group (SG) participated in 20 classes, emphasizing MMC concurrently with the regular Physical Education classes. The control group (CG) participated only in Physical Education classes. The results indicated significant and positive changes for the children of the SG concerning static and dynamic balance, locomotor skills, and ball skills. Stability in scores and motor declines were observed in children from the CG. No significant differences were found regarding the intervention impact at different ages. The CMM skating program was efficient in promoting motor gains and developing a diversified motor base.

Athletes' Perceived Team Climate, Social Support, and Optimistic Thoughts During the COVID-19 Pandemic.

In the Spring of 2020, Coronavirus 2019 (COVID-19) was officially declared a global pandemic, which prompted an unprecedented number of changes to societal functioning. Amongst those who experienced significant life alterations were collegiate athletes within the United States (US). The purpose of this study was to examine the relationship between US athletes' perceptions of their team motivational climate, perceived support from coaches and teammates, and their optimistic thoughts during the COVID-19 pandemic. US collegiate athletes (N = 756; 56.3% female; Mage = 20.07 years, SDage = 1.57 years) across a variety of levels (e.g., Division I) and sports (e.g., basketball) were invited to participate in this study. Structural equation modeling analyses revealed significant positive associations between a caring and task-involving climate, athletes' feeling supported by their coaches and teammates, and athletes' optimistic thoughts during the COVID-19 pandemic. In addition, an ego-involving climate was significantly negatively associated with athletes' feeling supported by their coaches and teammates. The final results suggest that the supportive actions of coaches and teammates during difficult times can mediate the positive connection between perceptions of a caring-task-involving climate on athletic teams and an athlete's ability to stay optimistic during difficult life stressors.

Examining Students School Climate and Academic Motivation Levels with Various Demographic Variables

The aim of this research is to examine the effects of academic motivation and school climate on students in the Faculty of Sports Sciences, considering various demographic variables. The study encompasses processes in which two scales were evaluated to determine the levels of academic motivation and school climate among young individuals. The research sample consists of 519 students, with 278 males (53.6%) and 241 females (46.4%) currently enrolled in sports sciences. The data collection tools used in the study include the School Climate Scale and the Academic Motivation Scale. A relational survey model was employed in the research. Due to the normal distribution of the data sets, parametric tests were used in the analysis process. According to the score range determined in the Academic Motivation Scale, participants were found to have a moderate level of academic motivation. However, the statistical scores obtained from the School Climate Scale revealed that participants had a negative perception of school climate. Additionally, it was determined that academic motivation and school climate levels did not differ based on the gender variable of the participants, nor did they differ according to class level. Another finding of the study was that married individuals had lower levels of academic motivation and school climate compared to single individuals. A moderate relationship was found between the values obtained from the Academic Motivation and School Climate scales. In conclusion, it is recommended that students' academic and athletic obligations be balanced to ensure the harmonious development of school climate and academic motivation. It is believed that the findings of this study will provide valuable insights for future research in this area.