Motivational Climates, Achievement Goals, and Physical Education Outcomes: A Longitudinal Test of Achievement Goal Theory

Autor/inn/en	Halvari, Hallgeir; Skjesol, Knut; Bagoien, Tor Egil
Titel	Motivational Climates, Achievement Goals, and Physical Education Outcomes: A Longitudinal Test of Achievement Goal Theory
Quelle	In: Scandinavian Journal of Educational Research, 55 (2011) 1, S.79-104 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
Schlagwörter	Physical Education; Student Motivation; Longitudinal Studies; Educational Environment; Outcomes of Education; Goal Orientation; Self Concept; Student Attitudes; Structural Equation Models; Mastery Learning; Prediction; Attitude Change; Junior High School Students; Questionnaires; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Schulische Motivation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernleistung; Schulerfolg; Zielorientierung; Zielvorstellung; Selbstkonzept; Schülerverhalten; Vorhersage; Attitudinal change; Einstellungsänderung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Fragebogen; Ausland; Norwegen
Abstract	The present research tested the longitudinal relations over a school-year between motivational climates, achievement goals, and five physical education outcomes, namely intrinsic motivation, perceived competence, positive attitude, exertion, and attendance in physical education. The results showed that students' mastery goals measured early in the school-year (Time 1) predicted all five physical education outcomes one year later (Time 2), controlling for physical education outcomes at Time 1. Two structural equation change models of climates and goals were also tested: (1) change in mastery climate predicted positively change in mastery goals, which positively predicted physical education outcomes after one year; and (2) distinct performance climate sub-factors, namely changes in normative praise and negative emotional tune, predicted positive changes in performance-approach, and performance-avoidance goals, respectively. In turn, change in performance-approach goals predicted positively, and change in performance-avoidance goals predicted negatively, the PE outcomes after one year. (Contains 5 tables, 2 figures, and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10