Hostname: page-component-cd9895bd7-gxg78 Total loading time: 0 Render date: 2024-12-26T03:37:38.407Z Has data issue: false hasContentIssue false
  • English
  • Français

Perceptions of Motivational Climate and Teachers' Strategies to Sustain Discipline as Predictors of Intrinsic Motivation in Physical Education

Published online by Cambridge University Press:  10 January 2013

Melchor Gutiérrez ,
Luis-Miguel Ruiz  and
Esther López
Melchor Gutiérrez*
Affiliation:
Universidad de Valencia (Spain)
Luis-Miguel Ruiz
Affiliation:
Universidad de Castilla-La Mancha (Spain)
Esther López
Affiliation:
Universidad de Valencia (Spain)
*
Correspondence concerning this article should be addressed to Melchor Gutiérrez. Departamento de Psicología Evolutiva y de la Educación. Universidad de Valencia. Av. Blasco Ibáñez, 21. 46010 Valencia. (Spain). Phone: +34-963864340. Fax: +34-963864355. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This study examined the relationship among pupils' perceptions of the motivational climate, pupils' perceptions of teachers' strategies to maintain discipline and pupils' intrinsic motivation in physical education. A sample of 2189 Spanish adolescents, ages 13 to 17 years, completed Spanish versions of the EPCM, SSDS, and IMI. Confirmatory factor analyses were carried out to confirm the factorial validity of the scales. Then, the relationship among the variables was explored through Structural Equation Modelling. The most important predictors of pupils' intrinsic motivation were the perceived mastery climate, and perceived teachers' emphasis on intrinsic reasons to maintain discipline. Perceived performance climate and perceived teachers' strategies to maintain discipline based on introjected reasons and indifference, predicted pupils' tension-pressure. Results are discussed in the context of theoretical propositions of self-determination theory and practical issues of enhancing adolescents' motivation in physical education.

Se han analizado las relaciones entre las percepciones del alumnado del clima motivacional, las estrategias del profesorado para mantener la disciplina, y la motivación intrínseca en educación física. Una muestra de 2189 adolescentes españoles de 13 a 17 años, completaron versiones españolas de la EPCM, SSDS e IMI. Mediante Análisis Factoriales Confirmatorios y Modelos de Ecuaciones Estructurales se ha verificado la validez de las escalas y la relación entre variables. Los predictores más importantes de la motivación intrínseca han sido la percepción del clima de maestría y el énfasis del profesorado en razones intrínsecas para la disciplina. El clima de ejecución y las estrategias basadas en razones introyectadas e indiferentes ante la disciplina, han predicho la tensión-presión del alumnado. Se han discutido los resultados en el marco de la auto-determinación de cara a potenciar la motivación de los adolescentes en educación física.

Keywords

learning environmentmotivationdisciplinephysical educationself-determination theoryambiente de aprendizajemotivacióndisciplinaeducación físicateoría de la auto-determinación
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 13 , Issue 2 , November 2010 , pp. 597 - 608
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ames, C. (1992). Classrooms: goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.CrossRefGoogle Scholar
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260–267.CrossRefGoogle Scholar
Bentler, P. M. (2005). EQS program manual. Encino, CA: Multivariate Software, Inc.Google Scholar
Biddle, S. J. H., & Chatzisarantis, N. (1999). Motivation for a physically active lifestyle through physical education. In Vanden, Y., Bakker, F., Biddle, S., Durand, M., & Seiler, R. (Eds.), Psychology for physical educators (pp. 5–26). Champaign, IL: Human Kinetics.Google Scholar
Biddle, S. J. H., Cury, F., Goudas, M., Sarrazin, P. H., Famose, J. P., & Durand, M. (1995). Development of scales to measure perceived physical education class climate: A cross-national project. British Journal of Educational Psychology, 65, 341–358.CrossRefGoogle ScholarPubMed
Bryan, C. L., & Solmon, M. A. (2007). Self-determination in physical education: designing class environments to promote active lifestyles. Journal of Teaching in Physical Education, 26, 260–278.CrossRefGoogle Scholar
Carratalá, E., Guzmán, J. F., Martí, J., & Carratalá, H. (2004). La motivación en función de la teoría de metas de logro: Un estudio con deportistas de especialización deportiva. [Motivation based on achievement goal theory: An study with young talented athletes]. III Congreso de la Asociación Española de Ciencias del Deporte. València: Universitat de València.Google Scholar
Cecchini, J. A., González, C., Carmona, A. M., & Contreras, O. (2004). Relaciones entre clima motivacional, la orientación de meta, la motivación intrínseca, la autoconfianza, la ansiedad y el estado de ánimo en jóvenes deportistas [Relationships among motivational climate, achievement goals, intrinsic motivation, self-confidence, anxiety, and mood in young sport players]. Psicothema, 16, 104–109.Google Scholar
Cox, A., & Williams, L. (2008). The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students' physical education motivation. Journal of Sport and Exercise Psychology, 30, 222–239.CrossRefGoogle ScholarPubMed
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.CrossRefGoogle Scholar
Deci, E. L. & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In Dientsbier, R. (Ed.), Nebraska symposium on motivation: Perspectives on motivation (pp. 237–288). Lincoln: University of Nebraska Press.Google Scholar
Digelidis, N., Papaioannou, A.Laparidis, K., & Christodoulidis, T. (2003). A one-year intervention in 7th grade physical education classes aiming to change motivational climate and attitudes toward exercise. Psychology of Sport and Exercise, 4, 195–210.CrossRefGoogle Scholar
Digelidis, N., & Papaioannou, A. (1999). Age-group differences in intrinsic motivation, goal orientations and perceptions of athletic competence, physical appearance and motivational climate in Greek physical education. Scandinavian Journal of Medicine & Science in Sports, 9, 375–380.CrossRefGoogle ScholarPubMed
Dorobantu, M., & Biddle, S. J. H. (1997). The influence of situational and individual goals on intrinsic motivation of Romanian adolescents towards physical education. European Yearbook of Sport Psychology, 1, 148–165.Google Scholar
Duda, J. L. (2001). Goal perspective research in sport: pushing the boundaries and clarifying some misunderstandings. In Roberts, G. C. (Ed.), Advances in motivation in sport and exercise (pp. 129–182). Champaign, IL: Human Kinetics.Google Scholar
Escartí, A., & Gutiérrez, M. (2001). Influence of the motivational climate in physical education on the intention to practice physical activity or sport. European Journal of Sport Sciences, 1(4), 1–12.CrossRefGoogle Scholar
Finney, S. J., & DiStefano, C. (2006). Non-normal and categorical data in SEM. In Hancock, G.R. & Mueller, R.O. (Eds.): Structural Equation Modeling: A second course. Greenwich, CO: Information Age Publishing.Google Scholar
Ford, J., MacCallum, R., & Tayt, M. (1986). The application of factor analysis in psychology: A critical review and analysis. Personnel Psychology, 39, 291–314.CrossRefGoogle Scholar
Goudas, M., & Biddle, S. J. H. (1994). Perceived motivational climate and intrinsic motivation in school physical education classes. European Journal of Psychology of Education, 9, 241–250.CrossRefGoogle Scholar
Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the assessment of situational intrinsic and extrinsic motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion, 24, 175–213.CrossRefGoogle Scholar
Gutiérrez, M. (2003). Manual sobre valores en la educación física y el deporte. Barcelona: Paidós.Google Scholar
Gutiérrez, M., López, E., & Ruiz, L. M. (2009). Strategies to keep discipline in physical education lessons: Validation of measures and analysis of agreement among teachers' and pupils' perceptions. Revista Mexicana de Psicología, 26, 203–212.Google Scholar
Gutiérrez, M. & Ruiz, L. M. (2009). Perceived motivational climate, sportsmanship, and students' attitudes toward physical education classes and teachers. Perceptual and Motor Skills, 108, 308–326.CrossRefGoogle ScholarPubMed
Hagger, M. S., Chatzisarantis, N., Culverhouse, T., & Biddle, S. J. H. (2003). The processes by which perceived autonomy support in physical education promotes leisure-time physical activity intentions and behaviour: A trans-contextual model. Journal of Educational Psychology, 95, 784–795.CrossRefGoogle Scholar
Hambleton, K. R. (2005). Issues, designs, and technical guidelines for adapting test into multiple languages and cultures. In Hambleton, R. K., Merenda, P. F., & Spielberger, C. D. (Eds.), Adapting educational and psychological tests for cross-cultural assessment (pp. 3–38). New Jersey: Lawrence Erlbaum.Google Scholar
Hassandra, M., Goudas, M., & Chroni, S. (2003). Examining factors associated with intrinsic motivation in physical education: a qualitative approach. Journal of Sport and Exercise Psychology, 4, 211–223.Google Scholar
Haywood, K. M. (1991). The role of physical education in the development of active lifestyles. Research Quarterly for Exercise and Sport, 62, 151–166.Google ScholarPubMed
Hu, L., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.CrossRefGoogle Scholar
Jaakkola, T., & Digelidis, N. (2007). Establishing a positive motivational climate in physical education. In Liukkonen, L., Auweele, Y. V., Vereijken, B., Alfermann, D., , Y., & Theodorakis, (Eds.), Psychology for physical educators (pp. 3–20). Champaign, IL: Human Kinetics.Google Scholar
Kaplan, D. (2000). Structural equation modelling: Foundations and extensions. Thousand Oaks, CA: Sage.Google Scholar
Koka, A., & Hein, V. (2003). Perceptions of the teacher's feedback and learning environment as predictors of intrinsic motivation in physical education. Psychology of Sport and Exercise, 4, 333–346.CrossRefGoogle Scholar
McAuley, E., Duncan, T., & Tammen, V. V. (1989). Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60, 48–58.CrossRefGoogle Scholar
McKenzie, T. L. (2003). Health-related physical education: physical, activity fitness, and wellness. In Silverman, S. J., & Ennis, C. D. (Eds.), Student learning in physical education: applying research to enhance instruction (pp. 207–226). Champaign, IL: Human Kinetics.Google Scholar
Merenda, P. F. (2007). Psychometrics and psychometricians in the 20th and 21st centuries: how it was in the 20th century and how it is now. Perceptual and Motor Skills, 104, 3–20.CrossRefGoogle ScholarPubMed
Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77–86.CrossRefGoogle Scholar
Mitchell, S. A. (1996). Relationships between perceived learning environment and intrinsic motivation in middle school physical education. Journal of Teaching in Physical Education, 15, 369–383.CrossRefGoogle Scholar
Moreno, J. A., Cervelló, E., & González-Cutre, D. (2008). Relationships among goal orientations, motivational climate and flow in adolescent athletes: Differences by gender. The Spanish Journal of Psychology, 11, 181–191.Google Scholar
Moreno, J. A., Cervelló, E. M., Martínez, C., & Ruiz, L. M. (2008). Preliminary construct validation study of the Reasons for Discipline and Strategies to Sustain Discipline Scales in Spanish physical education. International Journal of Hispanic Psychology, 1, 85–97.Google Scholar
Morgan, K. S. L., & Carpenter, P. (2002). Effects of manipulating the motivational climate in physical education lessons. European Physical Education Review, 8, 207–229.CrossRefGoogle Scholar
Mosston, M., & Ashworth, S. (2002). Teaching physical education. (5th. Ed.). New York: Benjamin Cummings.Google Scholar
Nicholls, J. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.Google Scholar
Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71, 225–242.Google Scholar
Ntoumanis, N. (2005). A prospective study of participation in optional school physical education using a self-determination theory framework. Journal of Educational Psychology, 97, 444–453.CrossRefGoogle Scholar
Ntoumanis, N., & Biddle, S. J. H. (1999). A review of motivational climate in physical activity. Journal of Sports Sciences, 17, 643–665.CrossRefGoogle ScholarPubMed
Nunnally, J. C. (1978). Psychometric theory. New York: McGraw-Hill.Google Scholar
Papaioannou, A. (1995). Differential perceptual and motivational patterns when different goals are adopted. Journal of Sport and Exercise Psychology, 17, 18–34.CrossRefGoogle Scholar
Papaioannou, A. (1998). Goal perspectives, reasons for being disciplined and self-reported discipline in physical education lessons. Journal of Teaching in Physical Education, 17, 421–441.CrossRefGoogle Scholar
Papaioannou, A., & Goudas, M. (1999). Motivational climate of the physical education class. In Auweele, Y. V., Bakker, F., Biddle, S., Durand, M., & Seiler, R. (Eds.), Psychology for physical educators (pp. 51–68). Leeds: Human Kinetics.Google Scholar
Papaioannou, A., Marsh, H. W., & Theodorakis, Y. (2004). A multilevel approach to motivational climate in physical education and sport settings: An individual or a group level construct? Journal of Sport and Exercise Psychology, 26, 90–118.CrossRefGoogle Scholar
Papaioannou, A., Tsigilis, N., Kosmidou, E., & Milosis, D. (2007). Measuring perceived motivational climate in physical education. Journal of Teaching in Physical Education, 26, 236–259.CrossRefGoogle Scholar
Portman, P. A. (2003) Are physical education classes encouraging students to be physically active? Experience of ninth graders in their last semester of required physical education. The Physical Educator, 60, 150–160.Google Scholar
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation on intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.CrossRefGoogle ScholarPubMed
Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory: An organismic-dialectical perspective. In Deci, E. L. & Ryan, R. M. (Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY: University of Rochester.Google Scholar
Sallis, J. F., & McKenzie, T. L. (1991). Physical education's role in public health. Research Quarterly for Exercise and Sport, 62, 124–137.CrossRefGoogle ScholarPubMed
Spray, C. (2002). Motivational climate and perceived strategies to sustain pupils' discipline in physical education. European Physical Education Review, 8, 5–20.CrossRefGoogle Scholar
Sproule, J., Wang, C. K. J., Morgan, K., McNeill, M., & McMorris, T. (2007). Effects of motivational climate in Singaporean physical education lessons on intrinsic motivation and physical activity intention. Personality and Individual Differences, 43, 1037–1049.CrossRefGoogle Scholar
Standage, M., Duda, J. L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of Educational Psychology, 95, 97–110.Google Scholar
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5ª ed.). Boston, MA: Pearson Education.Google Scholar
Taylor, I. M., & Ntoumanis, N. (2007). Teacher motivational strategies and student self-determination in physical education. Journal of Educational Psychology, 99, 747–760.CrossRefGoogle Scholar
Theodosiou, A., & Papaioannou, A. (2006). Motivational climate, achievement goals and metacognitive activity in physical education and exercise involvement in out-of-school settings. Psychology of Sport and Exercise, 7, 361–379.CrossRefGoogle Scholar
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In Zanna, M. P. (Ed.), Advances in experimental social psychology (pp. 271–360). New York: Academic Press.Google Scholar
Vallerand, R. J., Pellièter, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003–1017.CrossRefGoogle Scholar
Zounhia, K., Hatziharistos, D., & Emmanouel, K. (2003). Greek secondary school pupils' perceived reasons for behaving appropriately and perceived teachers' strategies to maintain discipline. Educational Review, 55, 289–303.CrossRefGoogle Scholar