The Effects of Motivational Climate Interventions on Psychobiosocial States in High School Physical Education

Autor/inn/en	Bortoli, Laura; Bertollo, Maurizio; Vitali, Francesca; Filho, Edson; Robazza, Claudio
Titel	The Effects of Motivational Climate Interventions on Psychobiosocial States in High School Physical Education
Quelle	In: Research Quarterly for Exercise and Sport, 86 (2015) 2, S.196-204 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
DOI	10.1080/02701367.2014.999189
Schlagwörter	Foreign Countries; Physical Education; Adolescents; Females; High School Students; Student Motivation; Goal Orientation; Emotional Response; Psychology; Social Influences; Control Groups; Experimental Groups; Measures (Individuals); Educational Environment; Statistical Analysis; Correlation; Intervention; Self Concept; Italy + Suchen Sie Ihr Suchwort? Ausland; Körpererziehung; Sportunterricht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Weibliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulische Motivation; Zielorientierung; Zielvorstellung; Emotionales Verhalten; Psychologie; Sozialer Einfluss; Messdaten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Statistische Analyse; Korrelation; Selbstkonzept; Italien
Abstract	Purpose: The purpose of this study was to examine the effects of task- and ego-involving climate manipulations on students' climate perception and psychobiosocial (PBS) states in a physical education setting. Method: Two subsamples of female students (N = 108, 14-15 years of age) participated in 12 lessons on either a task-or an ego-involving climate intervention as grounded in the TARGET (tasks, authority, recognition, grouping, evaluation, and time) model. Results: At the end of the treatment, the participants of the ego-involved group reported lower scores in the perceived task-involving climate and higher scores in the perceived ego-involving climate compared with their peers in the task-involved group. Lower scores in pleasant/functional PBS states and higher scores in unpleasant/dysfunctional PBS states were also observed in the ego-involved group as a consequence of the intervention. Conclusion: Findings suggested that teachers' induced achievement motivational climates can influence students' perceptions and prompt PBS states consistent with the motivational atmosphere. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01