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首页> 外文学位 >Dispositional goal orientations, perceptions of the motivational climate and intrinsic motivation in secondary physical education: An interactionist approach.
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Dispositional goal orientations, perceptions of the motivational climate and intrinsic motivation in secondary physical education: An interactionist approach.

机译：中学体育中的性向目标取向，对动机气氛的理解和内在动机：一种互动主义的方法。

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摘要

Achievement goal theory states that dispositional goal orientations and perceptions of the motivational climate are important components of motivation that interact to affect behavior in achievement contexts. Physical education research to date has primarily investigated these two variables in isolation. This study examined the contribution of dispositional goal orientations, perceptions of the motivational climate and the interaction effect of these variables in explaining intrinsic motivation of 213 middle school physical education students. Participants completed the Perception of Success Questionnaire, Perceived Motivational Climate in Sport Questionnaire and the Intrinsic Motivation Inventory one day during their regularly scheduled physical education class. Perception of a mastery climate was positively associated with intrinsic motivation while perception of a performance climate was negatively associated with intrinsic motivation. Also task goal orientation was positively related to intrinsic motivation. Regression analyses revealed separate main effects as well as a significant interaction effect between perceptions of motivational climate and dispositional goal orientations. This study adds support to the argument that mastery oriented contexts must be emphasized in physical education. The findings also suggest that goal orientations and the interaction of motivational climate and goal orientations must also be considered in order to gain a more complete understanding of intrinsic motivation in middle school physical education. This study provides tentative support for the notion that situational variables will override dispositional goal orientations if situational cues are strong enough. This suggests that a teacher can influence a student's intrinsic motivation by creating a mastery climate even if the student displays low task orientation.
机译：成就目标理论指出，性格取向和动机氛围的感知是动机的重要组成部分，它们相互影响以影响成就情境中的行为。迄今为止的体育研究主要是单独研究这两个变量。这项研究考察了性向目标定向，对动机气氛的理解以及这些变量在解释213名中学体育学生的内在动机方面的相互作用。参与者在定期安排的体育课上一天完成了对成功问卷的感知，在运动问卷中的感知动机气候以及内在动机量表。精通气氛的感知与内在动机呈正相关，而对表现气候的感知与内在动机呈负相关。此外，任务目标定向与内在动机正相关。回归分析显示，主要动机以及动机气氛和性向目标取向的感知之间存在显着的相互作用。这项研究为体育必须强调精通掌握的情境这一论点提供了支持。研究结果还表明，还必须考虑目标定向以及动机环境与目标定向的相互作用，以便对中学体育中的内在动机有更全面的了解。这项研究为以下观点提供了初步的支持：如果情境线索足够强大，则情境变量将覆盖性取向目标定向。这表明，即使学生表现出较低的任务导向性，教师也可以通过创造一种掌握环境来影响学生的内在动机。

著录项

  • 作者

    Sinclair, Christina Dawn.;

  • 作者单位

    The University of New Mexico.;

  • 授予单位 The University of New Mexico.;
  • 学科 Education Physical.; Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 106 p.
  • 总页数 106
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育心理学;
  • 关键词

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