Perceptions Of Motivational Climate Research Articles

Motivational climate predicts effort and achievement in a large computer science course: examining differences across sexes, races/ethnicities, and academic majors

BackgroundThe motivational climate within a course has been shown to be an important predictor of students’ engagement and course ratings. Because little is known about how students’ perceptions of the motivational climate in a computer science (CS) course vary by sex, race/ethnicity, and academic major, we investigated these questions: (1) To what extent do students’ achievement and perceptions of motivational climate, cost, ease, and effort vary by sex, race/ethnicity, or major? and (2) To what extent do the relationships between students’ achievement and perceptions of motivational climate, cost, and effort vary by sex, race/ethnicity, and major? Participants were enrolled in a large CS course at a large public university in the southeastern U.S. A survey was administered to 981 students in the course over three years. Path analyses and one-way MANOVAs and ANOVAs were conducted to examine differences between groups.ResultsStudents’ perceptions of empowerment, usefulness, interest, and caring were similar across sexes and races/ethnicities. However, women and Asian students reported lower success expectancies. Students in the same academic major as the course topic (i.e., CS) generally reported higher perceptions of the motivational climate than students who did not major or minor in the course topic. Final grades in the course did not vary by sex or race/ethnicity, except that the White and Asian students obtained higher grades than the Black students. Across sex, race/ethnicity, and major, students’ perceptions of the motivational climate were positively related to effort, which was positively related to achievement.ConclusionsOne implication is that females, Asian students, and non-CS students may need more support, or different types of support, to help them believe that they can succeed in computer science courses. On average, these students were less confident in their abilities to succeed in the course and were more likely to report that they did not have the time needed to do well in the course. A second implication for instructors is that it may be possible to increase students’ effort and achievement by increasing students’ perceptions of the five key constructs in the MUSIC Model of Motivation: eMpowerment, Usefulness, Success, Interest, and Caring.

Same Classroom, Different Affordances? Demographic Differences in Perceptions of Motivational Climate in Five STEM Courses

Students vary in their perceptions of teachers’ motivational supports, even within the same classroom, but it is unclear why this is the case. To enable the design of equitable environments and understand the theoretical nature of motivational climate, this study explored demographic differences in university students’ perceptions of instruction across five large, introductory STEM (science, technology, engineering, and mathematics) courses (N = 2,486), along with end-of-semester outcomes. Results indicated that women and students from traditionally underrepresented racial or ethnic groups (Black, Hispanic/Latino/a, or Indigenous students) tended to perceive slightly higher motivational support in their courses compared to men and traditionally overrepresented (White or Asian) students, respectively. However, patterns were not uniform across all courses or variables. Men and women did not significantly differ on end-of-semester interest in any course, but women tended to have lower self-efficacy in some courses and significantly higher grades in programming compared to men. Implications include a caution for researchers against interpreting sample-specific or aggregated evidence of demographic differences as generalizing to broader populations or specific settings.

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.

Mindful Engagement Mediates the Relationship Between Motivational Climate Perceptions and Coachability for Male High School Athletes

The purpose of this study was to examine the mediating role of mindful engagement in the relationship between male high school athletes’ motivational climate perceptions on their teams (i.e., caring, task-, and ego-involving climate) to athlete coachability. Athletes (N = 164, Mage = 15.58 years) from multiple sports completed measures assessing mindful engagement in sport (Cognitive and Affective Mindfulness Scale—Revised), Caring Climate Scale, task- and ego-involving climate perceptions (Perceived Motivational Climate in Sport Questionnaire), and coachability (Athletic Coping Skills Inventory). Initial bivariate correlations linked mindful engagement and coachability positively with perceptions of a caring and task-involving climate and negatively with ego-involving climate perceptions. Structural equation modeling analyses then revealed mindful engagement mediated the relationship between climate and coachability. Encouraging coaches and players to foster a caring/task-involving climate might assist in enhancing athletes’ mindful engagement in sport, which may positively influence the degree to which they are coachable.

Chinese Students' Perceptions of the Motivational Climate in College English Courses: Relationships Between Course Perceptions, Engagement, and Achievement.

Effective teachers create a motivational climate that engages students in course activities in ways that lead to increased learning and achievement. Although researchers have identified motivational climate variables that are associated with students’ engagement and achievement, less is known about how these variables are related in different courses and cultures. The purpose of the two studies presented in this paper was to contribute to this research literature by examining these associations within the context of college English courses in two Chinese universities. Specifically, we investigated the relationships between students’ perceptions of the motivational climate (i.e., perceptions of empowerment/autonomy, usefulness, success, interest, and caring), cognitive and behavioral engagement, and achievement. This is the first study to examine the connections between all of these variables in one path model in college English courses in China. We administered surveys at two different Chinese universities (n = 332 and 259) and used regression and path analysis to examine the relationships among the variables. We demonstrated that (a) students’ perceptions of the motivational climate were related to their cognitive engagement, (b) cognitive engagement was related to their behavioral engagement, and (c) behavioral engagement predicted their achievement. These findings are consistent with and extend the growing body of literature on motivational climate and engagement, and they highlight the importance of some motivational climate perceptions over others as significant predictors of cognitive engagement. We conclude that effective English language teachers in China do the following: help students to believe that they can be successful, trigger and maintain students’ interest, and empower students by providing them with choices in activities and assignments.

Positive and negative spontaneous self-talk and performance in gymnastics: The role of contextual, personal and situational factors.

The purpose of this study was to analyse whether contextual (perception of motivational climate and positive and negative spontaneous self-talk in sports), personal (positivity) and situational variables (positive and negative spontaneous self-talk employed in competition and precompetitive anxiety) predict performance in a competition of ensembles of rhythmic gymnastics. 258 female gymnasts between ages14 and 20 (M = 15.24, SD = 1.46) participated in the study, completing pre- and post-competition measures. The results of the path-analysis showed that both the task-involving climate and positivity predicted positive self-talk in sport. This predicted self-confidence which, in turn, positively predicted positive situational self-talk in competition. For its part, the perception of an ego-involving climate positively predicted the use of both negative and positive self-talk in sport. Negative self-talk in sports predicted negative situational self-talk in competition and somatic and cognitive anxiety. In turn, cognitive anxiety positively predicted negative situational self-talk. Finally, performance was positively predicted by positive situational self-talk and negatively by negative situational self-talk. These results explain the functioning of spontaneous self-talk at different levels of generality and its relationship with sports performance.

Perceptions of Motivational Climate and Association with Musculoskeletal Injuries in Ballet Dancers.

Sports science has identified the trainer-athlete relationship in the etiology of injuries. We aimed to investigate: 1) the association between empowering (EMC) and disempowering (DMC) motivational-climate and musculoskeletal injuries in ballet, and 2) if EMC moderates the association between DMC and injuries. A cross-sectional cohort survey-study was conducted online among ballet dancers (>18 yrs old) reporting acute and overuse injuries of the previous 2 years. Motivational climate was assessed with the Empowering-and-Disempowering Motivational Climate Questionnaire (5-point Likert scale). The Oslo Sports Trauma Research Centre Overuse Injury Questionnaire assessed severity of overuse injuries. Linear regression was performed adjusted for the confounders age, sex, expertise, experience, and initiation-age with an interaction term between EMC and DMC to assess effect modification. An international sample of 189 dancers (26.7±7.9 yrs; 130 professionals) reported 197 acute and 465 overuse injuries (in the previous 2 years). Mean EMC was 3.1±1.07, DMC 3.3±1.08. EMC was associated with less acute (b=-0.22; 95%CI -0.40 to -0.04) and overuse injuries (b=-0.74; 95%CI -0.99 to -0.50), while DMC was associated with more injuries (acute: b=0.30; 95%CI 0.13 to 0.47; overuse: b=0.74; 95%CI 0.50 to 0.98). When tested together and adjusted for confounders, EMC lost its protective effect (acute: b=-0.15; 95%CI -0.19 to 0.49; overuse: b=-0.34; 95%CI -0.81 to 0.13). DMC was positively associated with injuries throughout all settings (acute: b=0.43; 95%CI 0.10 to 0.76; overuse: b=0.46; 95%CI 0.00 to 0.91). EMC showed no moderating effects on DMC in the adjusted models. To avoid injuries, it is not enough to create an EMC, because any disempowering nuances may negatively affect empowering climates. Teachers should avoid DMC altogether to prevent injuries in dancers.

Effects of a training course on creation of an empowering motivational climate in physical education: a quasi-experimental study

ABSTRACT Background Physical education (PE) teachers report needing additional support in terms of classroom climate and students’ motivation (Verret et al. [2017]. Enquête provinciale sur les pratiques inclusives en enseignement de l’éducation physique et à la santé: Rapport provincial primaire et secondaire. Montréal, Québec: Université du Québec à Montréal. https://inclusion-eps.uqam.ca/diffusion/). Professional development represents an opportunity to exchange on their practices with colleagues, become familiar with the latest research on effective motivational strategies, develop new skills and support transfer into practice. Objective This study aims to determine if participation in a 2-day training course (spread over 3 days) on how to create an empowering motivational climate impacted students’ motivational variables (self-determined motivation, basic needs satisfaction, perception of motivational climate and PE effort as well as their intention to be physically active) and observed motivational climate. Research design Quasi-experimental study Method A total of 11 PE teachers (experimental group-EG = 6, control group-CG = 5) and their students (elementary = 107, secondary = 100) were recruited. Students completed questionnaires twice: once before the course and once after it was over. Teachers were filmed during two lessons: once before the start of training and once between the second and the last day of training, during a motivational strategy experiment planned by PE teachers on the second day of training. To analyze the data, we used non-parametric tests: the Wilcoxon–Mann–Whitney test and the Wilcoxon signed rank test for related samples. Two experts coded the videos (intrarater reliability = 90.6%; interrater reliability = 93.8%). Findings Results indicate that the teachers’ training had no significant positive effect on students’ motivation. In fact, it was surprising to observe a significant decline in students’ perception of an empowering motivational climate and effort in the experimental group. However, scores were already quite high at the start of the year, remained high in the middle of the year and were similar for the two groups. Between both measurement points, the control group's amotivation increased and autonomy satisfaction decreased. This was not the case for students in the experimental group, suggesting that the training course might be effective in avoiding the detriment of students’ motivation. PE teachers in the experimental group were more empowering during the integration phase of the lesson. Gaps and the overall rating of the lesson (motivational climate) were both more empowering in the experimental group, but did not reach statistical significance (p = .066), which is promising for future interventions.

General Mindfulness Differentially Predicted by Male and Female Exercisers’ Perceptions of Motivational Climate and Goal Orientations

Extending upon Iwasaki and Fry’s study published in 2016, the connections between mindfulness, goal orientations, and motivational climate perceptions were examined among exercisers. Participants (N = 324, 62% women) were surveyed six weeks into their group exercise classes on their perceptions of the class climate (caring, task-involving, and ego-involving), goal orientations (task and ego), and general mindfulness. Separate linear regressions for men and women were run to determine if exercisers’ perceptions of the motivational climate and their goal orientations predicted general mindfulness. Similar to previous research, ego goal orientation did not significantly predict mindfulness. In contrast to previous research, the regression model for women exercisers was not significant and predicted only 2.3% of general mindfulness variance. However, 9.6% of general mindfulness variance was predicted for men by the significant regression model. Men’s perceptions of the caring climate and their task goal orientation were similarly important positive predictors of mindfulness. By fostering a caring climate, exercise instructors have the potential to increase their participants’ general mindfulness, an important avenue for positively affecting participants’ quality of life.

SPORCULARDA AHLAKTAN UZAKLAŞMANIN GÜDÜSEL İKLİM VE SPORCULARIN ÖNEM VERDİKLERİ ÖZELLİKLER İLE İLİŞKİSİ

The aim of this research was to investigate the relationship between athletes’ moral disengagement and their perception of motivational climate and to reveal whether athletes’ moral disengagement differ according to their most valued goals in sport (winning, personal development and having fun). For this purpose three hundred and thirty-five athletes voluntarily completed Perceived Motivational Climate in Sport Questionnaire and Moral Disengagement in Sport Scale (Short). The data was analysed by SPSS version 17 using descriptive statistics, Pearson’s correlation analysis, multiple regression analysis with enter method and one-way ANOVA. Correlation analysis showed that moral disengagement was significantly correlated with athletes’ perception of mastery (r=-.11) and performance climates (r=.37). Multiple regression analysis revealed that performance climate (β= .223, p < .001) was a significant predictor of moral disengagement, R2=.06, F (2,332) = 10.875, p < .001. Lastly, it was found that there was a significant difference in moral disengagement of athletes with regard to their valued goals, F (2,332) = 7.200, p < .001. Athletes who indicated winning as their most valued goal had significantly higher moral disengagement scores compared to the athletes whose most valued goals were personal development and having fun. To summarize, while ego and mastery climates significantly correlated with moral disengagement, only performance climate contributed to it. Also, it was found that athletes’ moral disengagement significantly differed according to their valued goals.

The role of autonomy supportive activities on students’ motivation and beliefs toward out-of-school activities

Physical education in elementary education usually provides children’s first contact with sports. According to the trans-contextual model of motivation, physical education teachers can positively influence children’s beliefs toward and actual leisure time physical activity behavior. The aim of this study was to examine the effect of a dance-based physical education program on motivation regarding physical education lesson participation, as well as leisure time physical activity participation. The sample consisted of 252 pupils attending Grades 5 and 6 of elementary school (Mage = 10.48 years, SD = 0.50 years). Participants were randomly assigned into three groups. The first group attended a physical education lesson based on various forms of dance, the second one attended lessons with Greek traditional dances only, and the third group served as active control group that attended the typical curriculum. The intervention lasted six weeks. Before and after the intervention, students completed survey-based measures of motivational climate, motivational regulations in physical education and leisure time, enjoyment, attitudes, perceived behavioral control, subjective norms, and intentions toward leisure time physical activity. In support of the trans-contextual model, results showed that students in the dance intervention programs scored significantly higher in perceptions of motivational climate and beliefs toward leisure time physical activity. The findings of the study suggest that dancing lessons at school can bolster more positive attitudes and beliefs toward physical education and leisure time physical activity.

The Role of Teacher s Feedback in Physical Education: Motivational Climate as Mediator

The aim of this study was to investigate the role of perceived teachers’ feedback on the relationship among students’ perceptions of motivational climate, intrinsic and extrinsic motivations, enjoyment and concentration in physical education lessons. Total of 835 middle school students (M Age = 12.83 ± 0.67) voluntarily participated to the cross-sectional data collection . Convenience sampling was used to select schools from Denizli. Structural Equation Modelling showed that knowledge of performance feedback positively predicted perceived performance approach climate and perceived mastery climate positively predicted enjoyment, concentration and intrinsic motivation. Furthermore, perceived motivational climate was not found to mediate the relationship among perceived teacher feedback, motivation and lesson engagement. The results were discussed in terms of implications for physical education environment.

Effectiveness of a creative physical education intervention on elementary school students’ leisure-time physical activity motivation and overall physical activity in Finland

This study investigated the effectiveness of a creative physical education (CPE) intervention on students’ perceptions of motivational climate in physical education (PE), leisure-time physical activity (PA) motivation, and overall PA. A sample of 382 fourth to sixth grade students ( Mage= 10.87[.93]) from two elementary schools were assigned to the CPE intervention ( n = 196; Mage= 10.84[.95]) and control ‘PE-as-usual’ ( n = 186; Mage= 10.90[.90]) groups. Students’ perceived task- and ego-supportive climate in PE, leisure-time PA motivation, and overall PA were measured before and after the one-year intervention. Analyses of covariance and path analyses were implemented to test the effectiveness of the intervention. The intervention had a positive effect on students’ perceptions of task-supportive climate in PE ( p &lt; .001) and a negative effect on ego-supportive climate ( p &lt; .001). Students’ perceptions of task-supportive climate had a positive effect on their leisure-time PA motivation ( p &lt; .001), which, in turn, had a positive effect on their overall PA ( p &lt; .001). The results suggest that CPE-based PE may increase students’ perceptions of task-supportive climate in PE, which predicts their later leisure-time PA motivation outside the school context and overall PA.

Impact of classroom motivational climates on attitude to and achievement in visual arts among junior secondary school students in Lagos, Nigeria

The study investigated the impact of classroom motivational climates on attitude to and achievement in Visual Arts among junior secondary school students in Lagos, Nigeria. A total of 120 junior secondary three students drawn from three junior secondary schools in Lagos Education District 6 served as participants. Each of the three schools was randomly assigned either the task-involved, ego-involved or the control condition. The experiments which entailed teaching lessons in Visual Arts within a specified motivational climate spanned over four weeks. Each lesson lasted for 80 minutes per week. Three research instruments were used for data collection. These comprised the Students’ Attitude to Visual Arts, Visual Arts Achievement Test, and Students’ Perception of Motivational Climate. Three null hypotheses were formulated in the study. The hypotheses were tested using the Analysis of Covariance (ANCOVA). The findings showed that the classroom motivational climates produced differential effects on the participants’ post-test scores on attitude to Visual Arts. The task-involved and ego-involved motivational climates were more effective than the control condition in bringing about greater positive feelings about Visual Arts class. The study also revealed that task-oriented and ego-involved motivational conditions recorded significant post-test mean gains in visual arts achievement.

Influencia del clima motivacional en clase sobre el compromiso escolar de los adolescentes y su logro académico

The scientific literature provides empirical evidence on the relationship between school engagement and numerous important variables of the adolescents’ educational context. The school engagement has been related, among other important constructs, with burnout of both teachers and students, school performance, satisfaction with the school, behavioral disruption, goal orientation and motivational climate in the classroom. Because of it, the aim of this study was to analyze the relationship between perceived motivational class climate and students’ academic achievement, with school engagement acting as a mediator. A sample of 2028 teenagers completed various instruments to measure the perception of motivational climate, perceived basic psychological needs satisfaction, perceived autonomy support provided by the teacher, and academic achievement. The data were analyzed using a structural equation model with observed variables (path analysis). The results have shown a significant relationship between motivational climate and school engagement, and of this with academic achievement. It should also be highlighted the direct relationship of perceived competence and perceived autonomy support with perception of academic success. Of the three variables to be predicted (Portuguese and Mathematics marks and Academic success), the largest percentage of variance explained was the one of academic success. The results are discussed within the framework of achievement goal theory, the self-determined motivation, and in terms of contributing practical issues to adolescents’ teaching-learning process.

The effects of an active learning intervention in biology on college students’ classroom motivational climate perceptions, motivation, and achievement

This study examined differences in students’ classroom motivational climate perceptions and motivational beliefs between those enrolled in undergraduate Biology courses that implemented an innovative, active learning intervention and those enrolled in traditional Biology courses (control group). This study also sought to determine whether students’ classroom motivational climate perceptions and motivational beliefs mediated the effect of the intervention on course grades. Participants were 962 college students attending a large US public university. Students self-selected into one of the biology courses were randomly assigned to the intervention or control group. Multiple regression analyses indicated that students receiving the intervention reported greater instructor support, a perception of higher expectations for understanding (academic press), and a greater feeling that the course was interesting (situational interest). They also held higher self-efficacy and value for their biology course at completion compared to their counterparts in traditional biology classrooms. Moreover, mediation analyses indicated that the effect of the intervention on course grades was better explained through students’ classroom motivational climate perceptions and motivational beliefs. Results gained from this intervention may be useful to other campuses interested in enhancing student motivation and success even when faced with large enrolments and minimal faculty and staff support.

A Comparison of Players' and Coaches' Perceptions of the Coach-Created Motivational Climate within Youth Soccer Teams.

The coach-created motivational climate within youth sports teams has been shown to be of great importance for the quality of youths’ sports experiences as well as their motivation for continuing or discontinuing sport participation. While the player’s perspective on motivational climates has been studied extensively, the coach’s perspective has received considerably less attention. Thus, little is known about the concordance of perceptions of the motivational climate between coaches and their players, or the lack thereof. The purpose of the present study was to directly compare players’ and coaches’ perceptions of the motivational climate within their respective teams. To this end, 256 male and female soccer players (15–17 years of age) from 17 different teams and their coaches (n = 29) responded to the Perceived Motivational Climate in Sports Questionnaire-2 (PMCSQ-2). The study design included responses from both coaches and players to the same questionnaire, and both groups were aware of the other part’s participation. Statistical analyses revealed significant differences between players’ and coaches’ perceptions of the motivational climate. Specifically, players of both sexes perceived the motivational climate to be significantly more performance-oriented and significantly less mastery-oriented compared with the coaches. These findings may advance our understanding of the coach-athlete relationship, and may be of importance for understanding players’ motivation for persistence or discontinuation of the sport.

Predicting Social Responsibility and Belonging in Urban After-School Physical Activity Programs with Underserved Children

The purpose of this cross sectional study was to predict feelings of belonging and social responsibility based on the motivational climate perceptions and contingent self-worth of children participating in urban after-school physical activity programs. Three-hundred and four elementary school students from a major Midwestern city participated. Based on multiple regression analyses we predicted 39 % of the variance in feelings of belonging largely due to perceptions of leadership emotional support and task climate and 31 % of the variance in feelings of social responsibility largely due to perceptions of a caring climate. Our findings support the importance of after school physical activity programs, which appear to provide nurturing environments that may contribute to feelings of belonging and social responsibility.

An Assessment Of Australian Judo Practitioners’ Perceptions Of Motivational Climate, Mindfulness, Aggression, And Social Skills

PURPOSE: The current study employed the Achievement Goal Perspective Theory (AGPT), Caring Framework (CF), and Mindfulness (MF). The purpose of this study was to examine interrelationships among perceived motivational climate, mindfulness, aggression, and social skills with a sample of Australian judo practitioners. METHODS: Australian judo practitioners (N=30) volunteered to complete the survey consists of motivational climate (caring: CC; task-involving: TIC; ego-involving climate: EIC), mindfulness (MF), aggression (AG), and social skills (SS). This study obtained the permission from the Human Ethics Committee of Konan University. RESULTS: Cronbach’s alpha reliability coefficients were satisfactory for each construct ranged from .75 to .86. Descriptive statistics provided means of composite scores (M) and standard deviations (SD): M=4.43, SD=.48 (CC); M=4.04, SD=.58 (TIC); M=2.68, SD=.70 (EIC); M=2.76, SD=.43 (MF); M=2.08, SD=.71 (AG); M=3.88, SD=.43 (SS). Pearson correlation analyses revealed significant associations (p<.05, 2-tailed) between: 1. CC and TIC (.46). 2. CC and EIC (-.54). 3. EIC and AG (.46). 4. MF and SS (.50). 5. AG and SS (-.38). Finally, three significant liner regression models were highlighted: 1. Judo practitioners’ perceptions of EIC were significant positive predictor for their AG (Beta=.47; R square= .21; p<.05). 2. Judo practitioners’ self-evaluated SS were significant negative predictor for their AG (Beta=-.63; R square= .14; p<.05). 3. Judo practitioners’ MF was significant positive predictor for their SS (Beta=.49; R square= .25; p<.01). CONCLUSIONS: Results showed three key points: 1. Judo practitioners who perceived high EIC on their dojo (team) were more likely to report high in AG. 2. Those who self-evaluated high in SS were inclined to report low in AG. 3. Those who reported high in MF were apt to report high in SS. These summaries were discussed with the perspectives of AGPT, CF, MF, and the original philosophy/purpose of judo. Future research should consider a larger sample size and longitudinal approach for further examination.

Relationships among perceived motivational climate, motivational regulations, enjoyment, and PA participation among Finnish physical education students

The influence of teacher-initiated motivational climate on cognitive, affective, and behavioural student outcomes has been highlighted as an area of future research. This study, grounded in self-determination and achievement goal theories, examined how teacher-initiated motivational climate can increase student motivation and positive affective responses in physical education (PE) along with their physical activity (PA) participation, and whether motivational climate has a longitudinal effect across middle school. In addition, we aimed to examine the role of positive affect in explaining the relationship between motivation in PE and out-of-school PA participation. Our sample comprised 540 adolescents (277 boys, 263 girls, median age 13) and they responded to self-report questionnaires measuring their perception of motivational climate in PE classes (Motivation Climate in Physical Education Questionnaire), motivational regulations (Physical Education Motivation Scale), enjoyment (Sport Enjoyment Scale), and PA participation (Health Behaviour in School-aged Children Research Protocol) twice at both Grades 7 and 9. Structural equation model analyses produced three main findings. First, the study showed that intrinsic motivation was the vital component of motivation that transferred the effect of learning-oriented climate to long-lasting enjoyment in PE context. Second, performance-oriented climate had a long-lasting effect on introjected and extrinsic regulations and amotivation. Finally, the study showed enjoyable experiences in PE to transfer intrinsic motivation into PA participation. The findings of the study extend our understanding on how teacher-initiated motivational climate in PE can lead to an increase in PA participation during middle school.