Instructional Climates in Preschool Children Who Are At-Risk. Part II: Perceived Physical Competence

Autor/inn/en	Robinson, Leah E.; Rudisill, Mary E.; Goodway, Jacqueline D.
Titel	Instructional Climates in Preschool Children Who Are At-Risk. Part II: Perceived Physical Competence
Quelle	In: Research Quarterly for Exercise and Sport, 80 (2009) 3, S.543-551 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
Schlagwörter	Student Motivation; Preschool Children; Competence; Student Attitudes; Peer Acceptance; Psychological Patterns; Skill Development; Personal Autonomy; Mastery Learning; Early Intervention; Comparative Analysis; Retention (Psychology); Educational Environment; Environmental Influences; Psychomotor Skills; Pictorial Scale of Perceived Competence and Social Acceptance + Suchen Sie Ihr Suchwort? Schulische Motivation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kompetenz; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Individuelle Autonomie; Merkfähigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Environmental influence; Umwelteinfluss; Psychomotorische Aktivität
Abstract	In Part II of this study, we examined the effect of two 9-week instructional climates (low-autonomy [LA] and mastery motivational climate [MMC]) on perceived physical competence (PPC) in preschoolers (N = 117). Participants were randomly assigned to an LA, MMC, or comparison group. PPC was assessed by a pretest, posttest, and retention test with the Pictorial Scale of Perceived Competence and Social Acceptance. A significant Treatment x Time interaction (p less than 0.001) was present, supporting that MMC participants reported significantly higher PPC scores over time, while no positive changes were present in LA and comparison participants. The results show that an MMC leads to psychological benefits related to achievement motivation. These findings should encourage early childhood educators to consider the effect of instructional climates on children's self-perception. (Contains 1 table and 1 figure.) [For Part I, see EJ870247.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10