Literaturnachweis - Detailanzeige
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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |