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首页> 外文期刊>Motivation and emotion >The relationships between perceived motivational climate, achievement goals and self-talk in physical education: Testing the mediating role of achievement goals and self-talk
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The relationships between perceived motivational climate, achievement goals and self-talk in physical education: Testing the mediating role of achievement goals and self-talk

机译：感知励志气候，成就目标与体育中的自我谈话之间的关系：测试成就目标和自我谈话的调解作用

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摘要

The purpose of the study was to explore the relationships between perceived teacher-created motivational climate, students' achievement goals and students' self-talk in physical education. Six hundred and seventeen students (M = 13.36 years, SD = .74) completed the Automatic Self-Talk Questionnaire for Physical Education (ASTQ-PE), the Task and Ego Orientation in Physical Education Questionnaire (TEOPEQ), the Achievement Goal Questionnaire-Revised (AGQ-R), and the Perceptions of Teacher's Emphasis on Goals Questionnaire (PTEGQ). Structural equation modeling with latent factors was used to test the hypothesized relationships. The results revealed that mastery climate had positive and indirect effect on students' self-talk, through task goal orientation, while performance avoidance climate had negative and direct impact on students' thought patterns. The results confirmed some bidirectional relationships between achievement goals and self-talk. Overall, our findings stress the importance of teachers' behaviour on students' cognitive outcomes in physical education lessons.
机译：该研究的目的是探讨感知教师创造的励志气候之间的关系，学生的成就目标和学生在体育中的自我谈话。六百七十年学生（M = 13.36岁，SD = .74）完成了用于体育教育的自动自我谈话问卷（ASTQ-PE），工作和自我定位在体育问卷（TEOPEQ），成就目标问卷 - 修订（AGQ-R），以及教师强调目标调查问卷（PTEGQ）的看法。使用潜在因子的结构方程建模用于测试假设关系。结果表明，掌握气候对学生的自我谈话，通过任务目标取向对学生的自我谈判产生了间接的影响，而绩效避免气候对学生的思想模式产生负面和直接影响。结果证实了成就目标与自我谈话之间的一些双向关系。总体而言，我们的研究结果强调了教师行为对学生在体育教学课程中的认知结果的重要性。

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