Motivational climate, 2×2 achievement goal orientation and dominance, self-regulation, and physical activity in pre-service teacher education
Bibliographic Data
| ID | 12565367 |
|---|---|
| Authors | Jose Antonio Cecchini Estrada (0000-0003-4098-1029, Universidad de Oviedo), José-Antonio Cecchini-Estrada (Universidad de Oviedo), Antonio Méndez-Giménez (0000-0003-0078-7053, Universidad de Oviedo, corresponding author) |
| Year | 2016 |
| Volume | 23 |
| Issue | 4 |
| Pages | 461-479 |
| Publication date | 2016-06-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Physical Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1356-336X • E-ISSN: 1741-2749 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1356336x16655779 |
| OpenAlex | W2462010423 |
| Language | EN |
| Citations received | 7 |
| References cited | 29 |
This longitudinal study investigated the effects of a mastery motivational climate in physical education (PE) classes on 2×2 achievement goal orientation and dominance, self-regulated learning (SRL), and physical activity (PA) in leisure time. A total of 408 (264 women, 144 men) university students were randomly assigned to two groups: experimental and control. For 12 weeks (24 one-hour sessions), the experimental group received an intervention programme based on TARGET model, which emphasized a mastery climate. The control group carried out the same content but without highlighting such strategies. By means of the structural equation model, true intraindividual change in relation to orientation to 2×2 achievement goals, SRL, and PA in leisure time was analyzed. An increase in different variables within the experimental group was confirmed, these being: (a) the orientation to and dominance of mastery-approach (MAp) goals at the expense of the remaining goals; (b) competences in SRL; and (c) moderate and vigorous levels of PA in their free time. In addition, intraindividual changes in the MAp goals were positively related to intraindividual changes in self-efficacy of learning, which, in turn, positively predicted intraindividual changes in PA, regardless of the group (experimental or control). Thus, the mastery climate increases the percentage of participants with a dominant MAp goal and can effectively help to promote regular habits of PA in free time, by mediation of self-efficacy in SRL
Developmental psychology · Dominance (genetics · Goal Orientation · Longitudinal study · Mastery Learning · Mathematics education · Mediation · Physical education · Self-regulated learning · Education, Achievement, and Giftedness · Medicine · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology · Social Psychology
Students’ Performance in Physical Education
Effective competency-based medical education requires learning environments that promote a mastery goal orientation
Intra-individual changes in 3x2 achievement goals, friendship goals, motivational regulations and consequences in physical education
Competencia percibida (tridimensional), regulaciones motivacionales y autoeficacia en educación física
The 2 × 2 Achievement Goals in Sport and Physical Activity Contexts
Junior high school students’ achievement goals, social goals, and self-reported persistence in physical education settings
Self-regulated learning strategies and achievement goals among preservice physical education teachers
Revision of achievement goal theory
Classrooms
Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models
Systematic review of the health benefits of physical activity and fitness in school-aged children and youth
International Physical Activity Questionnaire
Beyond Baron and Kenny
A 2 × 2 achievement goal framework
Investigating Self-Regulation and Motivation
| Unique citing works | 7 |
|---|---|
| Citations per year | 1 |
| Citation span | 2019 - 2022 (4) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |