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The influence of two motivational climate motor skill interventions on the perceived competence and intrinsic motivation of kindergarten children demonstrating developmental delay

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... Ambientes de ensino que enfatizam o interesse dos alunos e promovem aprendizagem significativa e contextualizada fortalecem o sucesso escolar e a motivação dos estudantes. Conseqüentemente, promovem relações positivas entre colegas, estimulando o envolvimento dos alunos nos processos de decisão e organização escolar (Ames, 1987(Ames, , 1992aValentini, 1997Valentini, , 1999. Por outro lado, ambientes de ensino que são centrados na figura do professor são percebidos pelos estudantes como controladores, o que conseqüentemente têm um efeito negativo na motivação e nas percepções de competência (Deci & Ryan, 1985;Valentini, 1997). ...
... Ambientes de ensino que enfatizam o interesse dos alunos e promovem aprendizagem significativa e contextualizada fortalecem o sucesso escolar e a motivação dos estudantes. Conseqüentemente, promovem relações positivas entre colegas, estimulando o envolvimento dos alunos nos processos de decisão e organização escolar (Ames, 1987(Ames, , 1992aValentini, 1997Valentini, , 1999. Por outro lado, ambientes de ensino que são centrados na figura do professor são percebidos pelos estudantes como controladores, o que conseqüentemente têm um efeito negativo na motivação e nas percepções de competência (Deci & Ryan, 1985;Valentini, 1997). ...
... Conseqüentemente, promovem relações positivas entre colegas, estimulando o envolvimento dos alunos nos processos de decisão e organização escolar (Ames, 1987(Ames, , 1992aValentini, 1997Valentini, , 1999. Por outro lado, ambientes de ensino que são centrados na figura do professor são percebidos pelos estudantes como controladores, o que conseqüentemente têm um efeito negativo na motivação e nas percepções de competência (Deci & Ryan, 1985;Valentini, 1997). ...
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Fundamentado em teorias de motivação (Ames, 1987, 1992a, b; Epstein, 1988, 1989; Nicholls, 1984) o objetivo deste estudo foi determinar a influência de uma intervenção motora, com técnica de motivação orientada para a maestria (TMOM), no desenvolvimento motor e na percepção de competência física de crianças com idades entre seis e 10 anos que demonstraram atrasos motores previamente identificados. Noventa e uma crianças com atrasos motores foram aleatoriamente distribuídas em dois grupos: intervenção (N = 41) e controle (N = 50). Os participantes do grupo de intervenção foram submetidos a 12 semanas (duas sessões semanais). Ao início e término da intervenção, todos os participantes realizaram o Test o f Gross Motor Development - TGMD organizado por Ulrich (1985). Os participantes que experienciaram a intervenção também responderam a Pictorial Scale of Perceived Competence and Social Acceptance - PSPCSA (Harter & Pike, 1984) no início e no término da intervenção. A influência da intervenção na percepção de competência física foi avaliada através de ANOVA com medidas repetidas. Os resultados evidenciaram que a intervenção promoveu mudanças significantes e positivas em relação à percepção de competência física de meninos e meninas com atrasos no desenvolvimento motor. A ênfase na TMOM propicia ao professor oportunidades para criar experiências motoras que suprem as necessidades de todas as crianças, indiferentes de suas experiências prévias e diferentes níveis de habilidades, promovendo a autonomia das crianças colocando-as como sujeitos de suas conquistas. Em outras palavras, permite as crianças explorarem seu próprio processo de aprendizagem
... Children report the same trend. Children from a mastery climate had higher expectations, persisted longer in the tasks (Rudisill, 1991), showed motor performance increase (Valentini, 2002a(Valentini, , 2002bValentini & Rudisill, 2004a, 2004b, intrinsic motivation ( Valentini, 1997), and perceptions of competence (Valentini, 1997(Valentini, , 2002bValentini & Rudisill, 2004a, 2004b). ...
... Children report the same trend. Children from a mastery climate had higher expectations, persisted longer in the tasks (Rudisill, 1991), showed motor performance increase (Valentini, 2002a(Valentini, , 2002bValentini & Rudisill, 2004a, 2004b, intrinsic motivation ( Valentini, 1997), and perceptions of competence (Valentini, 1997(Valentini, , 2002bValentini & Rudisill, 2004a, 2004b). ...
... The classroom, like other learning environments, has a fundamental influence on shaping patterns of motivation. Researches using the TARGET structure in schools have demonstrated that students' mastery experiences in these settings were critical for: (1) developing positive attitudes toward learning (Ames, 1992b;Morgan & Carpenter, 2002); (2) fostering autonomy (Wallhead & Ntoumanis, 2004), intrinsic motivation (Valentini, 1997), perceived ability (Cecchini-Estrada, González, Carmona, Arruza, Escarti & Balagué, 2001), and perceived competence (Weigand, Burton, 2001); (3) increasing classroom achievements (Ames, 1992b), satisfaction (Weigand & Burton, 2002), and enjoyment (Morgan & Carpenter, 2002;Wallhead & Ntoumanis, 2004); (4) demonstrating effort in physical education classes (Cecchini-Estrada et al., 2001;Wallhead & Ntoumanis, 2004); and (5) enhancing preference for challenging tasks, as well as continuing to strive for improvements (Morgan & Carpenter, 2002). ...
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Este artigo é uma revisão da teoria motivacional de conquistas, com ênfase na orientação de metas e contextos motivacionais para a maestria. Especificamente, o artigo propicia uma visão geral de pesquisas conduzidas em orientação de metas e discute como a implementação de contextos de motivação na aprendizagem influencia respostas psicológicas e comportamentais de crianças e adolescentes. O artigo conclui com uma discussão crítica sobre linhas de pesquisas futuras nesta área, enfatizando a aplicação prática em contextos de aprendizagem.
... Despite the documented success of mastery climate interventions (Ames, 1992b), much of this work has taken place in the classroom. There has been a limited amount of intervention research undertaken in physical activity settings (Marsh & Peart, 1988;Lloyd & Fox, 1992;Martin, 2001;Newsham, 1989;Theeboom, De Knop, & Weiss, 1995;Valentini, 1997Valentini, , 1999. This is particularly true for motor interventions with young students (Martin, 2001;Valentini, 1997Valentini, , 1999. ...
... There has been a limited amount of intervention research undertaken in physical activity settings (Marsh & Peart, 1988;Lloyd & Fox, 1992;Martin, 2001;Newsham, 1989;Theeboom, De Knop, & Weiss, 1995;Valentini, 1997Valentini, , 1999. This is particularly true for motor interventions with young students (Martin, 2001;Valentini, 1997Valentini, , 1999. Furthermore, none of these studies have investigated the influence of such environments on the motor skill learning of students with disabilities. ...
... Students who learn in mastery climate educational settings demonstrate the following: (a) positive attitudes toward learning and effort (Ames, 1992b;Corno & Rohrkemper, 1985;Nicholls, 1989;Treasure, 1997); (b) enjoyment of the work significantly more than in less student-driven climates (Kavussanu & Roberts, 1996;Lloyd & Fox, 1992;Ntoumanis & Biddle, 1999aOmmundsen, Roberts, & Kavussanu, 1998;Theeboom et al., 1995); (c) persistence during learning (Ames & Archer, 1988;Butler 1987;Rudisill, 1991); (d) correlation of effort with success in learning situations (Treasure, 1997); (e) beliefs that success is achieved through intrinsic interest, effort, and cooperation (Walling & Duda,1995); (f) greater satisfaction and lower levels of performance worry (Walling, Duda, & Chi,1993); (g) significant gains in motor performance (Martin, 2001;Theeboom et. al., 1995;Valentini, 1997Valentini, , 1999, increases in perceived competence (Rudisill,1989;Theeboom et. al., 1995;Valentini, 1997Valentini, , 1999, perceived ability (Burton,1989), and perceived sport competence, social acceptance, and scholastic competence (Newsham, 1989); (h) frequent use of effective learning strategies, self instruction, and self monitoring types of thoughts (Ames, 1984a(Ames, , 1984bAmes & Archer, 1988); (i) increases in motivation and sense of self-reliance (Maehr, 1983(Maehr, , 1984; and (j) perceptions of the teacher's behavior toward girls and low achievers are more positive (Duda, Olson, & Templin, 1991;Papaioannou, 1995Papaioannou, , 1998. ...
Article
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The intent of this study was to examine how students (ages 5.9 to 10.9 years) with and without disabilities benefit from an inclusive mastery climate intervention. Participants were randomly distributed into intervention (19 participants with disabilities and 31 participants without disabilities) and comparison (17 participants with disabilities and 37 without disabilities) groups. Participants performed the Test of Gross Motor Development before and after the intervention. The analyses revealed that children with and without disabilities who received the 12-week intervention demonstrated significant improvement in motor skill performance from pre-to post-intervention while the comparison group did not. These findings suggest that the mastery climate intervention provided similar learning opportunities for students with and without disabilities.
... Design. Lessons plans and strategies consistent with a mastery climate along the six dimensions of the TARGET (Task, Authority, Recognition, Group, Evaluation, Time) structure were designed for the motor skill intervention (Ames, 1992a; Valentini, 1997 Valentini, , 1999). The plans and strategies included an explanation of how each dimension was incorporated into the mastery climate motor skill intervention. ...
... This is also true for developing leadership roles, setting and enforcing rules, and enforcing logical consequences rather than punishment. Further, students are held accountable for their behavior and are well informed that choosing a specific behavior has a particular consequence (Ames, 1992aAmes, , 1992b Epstein, 1988 Epstein, , 1989 Raffini, 1993; Valentini, 1997). For the authority dimension, participants in the mastery climate intervention participated in the process of establishing program rules and responsibilities. ...
... The mastery climate TARGET structures incorporated in this intervention provided a valuable learning environment for the participants. Other studies have found similar results (Martin, 2001; Valentini, 1997 Valentini, , 1999). It is our belief that the task variety and levels of difficulty within each task challenged the participants to explore different ways to learn the motor skills and yet provided successful learning experiences. ...
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The intent of this study was to examine how students (ages 5.9 to 10.9 years) with and without disabilities benefit from an inclusive mastery climate intervention. Participants were randomly distributed into intervention (19 participants with disabilities and 31 participants without disabilities) and comparison (17 participants with disabilities and 37 without disabilities) groups. Participants performed the Test of Gross Motor Development before and after the intervention. The analyses revealed that children with and without disabilities who received the 12-week intervention demonstrated significant improvement in motor skill performance from pre- to post- intervention while the comparison group did not. These findings suggest that the mastery climate intervention provided similar learning opportunities for students with and without disabilities.
... There is an emerging literature base to show the positive effects of early motor skill programs on motor skill development for young children, including those who are at risk (Connor-Kuntz & Dummer, 1996;Hamilton et al., 1999;Kelly, Dagger, & Walkley, 1989;Miller, 1978;Valentini, 1997;Zittel & McCubbin, 1996). Instructional programs as short as eight weeks and encompassing (a) direct instruction (Connor-Kuntz & Dummer, 1996;Kelly et al., 1989), (b) more indirect child-centered approaches (Valentini, 1997), and (c) parents as teachers (Hamilton et. ...
... There is an emerging literature base to show the positive effects of early motor skill programs on motor skill development for young children, including those who are at risk (Connor-Kuntz & Dummer, 1996;Hamilton et al., 1999;Kelly, Dagger, & Walkley, 1989;Miller, 1978;Valentini, 1997;Zittel & McCubbin, 1996). Instructional programs as short as eight weeks and encompassing (a) direct instruction (Connor-Kuntz & Dummer, 1996;Kelly et al., 1989), (b) more indirect child-centered approaches (Valentini, 1997), and (c) parents as teachers (Hamilton et. al, 1999) have all yielded positive changes in motor skill development. ...
... This study's findings support the limited literature suggesting that motor skill instruction can have positive impact on fundamental motor skill development (Connor-Kuntz & Dummer, 1996;Hamilton et al., 1999;Kelly et al., 1989;Valentini, 1997;Zittel & McCubbin, 1996). However, due to the small sample size, the unique nature of the population studied, and the lack of a randomized sample, generalizability is limited. ...
... In the present study, it was possible to observe that the correlations between the tasks related to the environment with motor performance provide even more support for the mastery motivational climate. The study of motivational climates in educational contexts has been investigated in the literature in recent years [42][43][44][45] and has sought effective space in the literature of physical education 7,19,[46][47][48][49] . However, to date, no records of implementation of this methodology have been found with specific groups of children with DCD or r-DCD, therefore, this study advances in the current knowledge evidencing new support to these climates. ...
Article
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The aim this study is investigate the relations among important factors regarding to motor development, body mass index and daily activities of children with Developmental Coordination Disorder, at risk of DCD and typically developing children before and after an motor intervention. Participants were 48 children (5 to 7 year-old) designed in intervention group (n=24) and control group (n=24) assessed using the MABC-2, MABC-2 Checklist, body mass index (BMI) and abdominal circumference. At pre test were found significant and positive correlation between motor development and BMI for all participants and for children with DCD. At the post test, for all children and for children in risk of DCD, significant and positive correlations were found between motor development and section B of check list. Intervention programs contribute to minimize the influence of risk factors in the achievement of motor proficiency of children with and without motor delays.
... Five years of data collection in this setting have yielded significant positive results in the motor skills of the children. Additionally, children demonstrate improved attitudes toward physical activity and improved perceived competence (Valentini, 1997(Valentini, , 1999). Yet, accompanying those findings have been obstacles that compel us to question our own assumptions and existing theories. ...
Article
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This article describes how two teacher education service-learning programs illustrate alternative interpretations of scholarship. A tutoring–mentoring program in a teaching oriented masters institution and a motor skill development program in a land grant doctoral–research institution are described relative to how each illustrates forms of scholarship as interpreted by Boyer (1990) We discuss how these forms of scholarship—the scholarship of discovery, integration, teaching, and application—relate to stated institutional mission and evaluation practices. Service-learning experiences for preservice teachers can have the multiple benefits of promoting an ethic of service and social responsibility, demonstrating excellence in teacher education, and exemplifying scholarly endeavors.
... The fundamental movement skills including the movements requiring displacement such as walking, running, jumping and rolling as well as the balancing movements such as stooping, stretching, turning and weight-bearing in addition to the movements requiring object control such as throwing, gripping and dribbling should be rendered usable in a suitable form (suitable bio-mechanical form of movement) for students (Housner, 2009). Many studies (Connor-Kuntz and Dummer, 1996;Goodway and Branta 2003;Valentini 1997;Zittel and Mc Cubin, 1996) discovered that disadvantaged children show developmental retardation in terms of fundamental movement skills. To prevent transformation of incapability into disability, the specialists in different disciplines should cooperate and work together to execute education process based on a common plan and program. ...
Article
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In this study, it was aimed to investigate the realizability levels of movements requiring displacement and object control by children with learning disability. 24 students with learning disability studying in special education subclasses in the schools of Ministry of National Education in Kars participated in the study. The required approval was received for the study and the permission letters for the study were collected from the children's families. " Basic Movements Check Lists " (BMCL), the reliability and validity studies of which were performed by (Gürsel and Yıldız 2008), was developed as a data collection tool. This form consists of 2 sections. The data were collected using Displacement Movements in Section I and the Movements Requiring Object Control in Section II. Data were summarized by giving the mean and standard deviation. T-test analysis was performed in the associations, and 0.05 significance level was taken into account in the interpretation of results. According to findings, when the experimental and control groups were compared before and after the application, it was concluded that the movements requiring displacement and object control could be realized by the children with learning disability in the experimental group, and this was significant at p<0.01 level.
... Corroboram também o que fora observado no estudo de Villwock (2005), onde as crianças apresentaram um desempenho considerado muito pobre com a média de 62,83 % a partir do coeficiente de motricidade ampla. Valentini (2002) e Valentini e Rudisill (2004) já haviam evidenciado o desempenho abaixo de média e pobre para crianças brasileiras com a mesma faixa etária, evidenciando que esta característica negativa não está apenas associada com o fator econômico, mas principalmente pelo que é proposto por (GOODWAY e RUDISILL, 1996;1997;SURDI E KREBS,1999;VALENTINI,1997VALENTINI, ,2002VALENTINI, -a,2002 os quais advogam que a oportunidade de vivenciar atividades variadas,respeitando o desenvolvimento de cada criança,a interação social e o feedback positivo de pessoas significativas são fatores que contribuem na construção da competência motora.Tais oportunidades que não estão presentes na vida das crianças rurais, dessa forma atrasando o desenvolvimento das mesmas. Na tabela 02 são apresentadas as médias das idades cronológicas que são 8,07 + 0.88 do grupo feminino e 8,06 + 1.20 do grupo masculino, em seguida são apresentadas as médias das idades de locomoção que são: 5,11+ 1.35 do grupo feminino e 4,09+ 1.10, em relação as médias de controle de objeto foram encontrados os seguintes resultados: 5,07+ 1.77 para o grupo feminino e 4,10+ 1.45. ...
... His item scores were: P. C. V. I.'s results (T. I. S. = 17.5) replicate the findings of previous studies, which demonstrated that children with D. D. have motor deficits (Zittel & McCubbin, 1996;Valentini, 1977;Hamilton et al., 1999). Hamilton et al. (1999) reported serious delay with reference to five object control skills (kicking, throwing, bouncing, striking and catching). ...
Article
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The purpose of the present study was to assess the motor skills performance of preschoolers with mental and de-velopmental disorders and to propose individualized intervention programs. Participants included 6 children, 5 boys and 1 girl, 48 to 79 months old, who were attending the same special kindergarten. Both quantitative and qualitative aspects of their performance were examined. With regards to quantitative examination, participants were measured using the following test – the movement assessment battery for children (Henderson & Sugden, 1992). Meanwhile qualitative results were obtained through personal observation. Finally a motor skill intervention program was planned for each child according to his/her results.
... A GOODWAY, 1999ab;VALENTINI, 1997VALENTINI, , 1999VALENTINI, , 2002a. ...
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RESUMO O objetivo deste estudo foi analisar os efeitos sobre crianças de um programa de educação pelo esporte no domínio das habilidades motoras fundamentais e especializadas da dança. Na intervenção de 10 semanas os pressupostos da estrutura TARGET para aprendizagem foram implementados. A avaliação motora ocorreu no pré-e pós-intervenção e no contexto de aprendizagem, utilizando-se o Test Gross Motor Development-2. Os resultados indicaram que o programa promoveu ganhos motores nas habilidades fundamentais e especializadas das crianças, concretizando sua participação efetiva na prática da dança.
... His item scores were: P. C. V. I.'s results (T. I. S. = 17.5) replicate the findings of previous studies, which demonstrated that children with D. D. have motor deficits (Zittel & McCubbin, 1996;Valentini, 1977;Hamilton et al., 1999). Hamilton et al. (1999) reported serious delay with reference to five object control skills (kicking, throwing, bouncing, striking and catching). ...
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Book
I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.
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This study examined the relationship between perceived motivational climate and intrinsic motivation and self-efficacy and determined the role of goal orientation and perceived motivational climate in predicting intrinsic motivation and self-efficacy. College students (N= 285) enrolled in beginning tennis classes completed a battery of questionnaires assessing perceived motivational climate, goal orientation, intrinsic motivation, self-efficacy, and perceived ability. Perceptions of mastery climate were positively associated with enjoyment, effort, perceived competence, and self-efficacy and were inversely related to tension. In males, dispositional goal orientation and perceived motivational climate emerged as equally important predictors of intrinsic motivation, while mastery motivational climate was the only significant predictor of self-efficacy. In females, performance motivational climate was the strongest predictor of intrinsic motivation and self-efficacy. Perceived normative ability accounted for a substantial amount of unique variance in intrinsic motivation and self-efficacy in both males and females. The motivational implications of the findings are discussed, and directions for future research are provided.
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Les auteurs decrivent une nouvelle echelle illustree de performances perceptives et d'acceptations sociales pour jeunes enfants, extension de la P.C.S.C., etablie en deux versions, chacune evaluant la competence cognitive, la competence physique, l'acceptation des pairs et celle de la mere. L'echantillon est compose de 255 enfants d'âge prescolaire (4-5 ans) et scolaire (6-7 ans)
Article
Children age 4 to 6 years from special education (n = 26), Head Start (n = 35), and typical preschool classes (n = 11) were assigned to a physical activity intervention or a language-enriched physical activity intervention. Language and motor skill performances were measured before, immediately following, and 3 months following the 24-session, 8-week intervention. Results illustrated that language instruction can be added to physical education lessons without requiring additional instructional time and, more importantly, without compromising improvement in motor skill performance. Further, preschool children exposed to language-enriched physical education improved their language skills regardless of whether their educational progress was characterized by a cognitive and/or language delay. Thus, physical activity appears to be an effective environment in which to enhance the cognitive development of preschool children of all abilities.
Article
The purpose was to investigate the effectiveness of parental involvement on the acquisition of object-control skills of preschool children who are at risk for developmental delay or academic failure. The experimental group (n = 15) participated in an 8-week motor skill intervention program consisting of two 45-min lessons per week delivered by the children's parents. The control group (n = 12) participated in the regular motor skill program, which consisted of movement songs delivered by the parents. All children were pretested and posttested on the object-control subscale of the Test of Gross Motor Development (Ulrich, 1985). Both groups performed in the lower 20th percentlie on the pretest. A 2 X 2 (Group X Test) ANOVA revealed that the experimental group improved significantly in the object-control subscale score from pretest to posttest, whereas the control group did not change. The results provide support for including parents in the instructional process of children who are at risk for developmental delay or academic failure.
Article
This study examined the relationship between perceived physical competence and actual motor still competence in African American preschool children at risk of school failure and/or developmental delay (N = 59). A secondary purpose was to determine gender differences and the accuracy of self-perceptions. All children completed a perceived physical competence subscale (Harter and Pike, 1984). Actual motor skill competence was measured by Ulrich's (1985) Test of Gross Motor Development (TGMD), resulting in three scores (locomotor, object-control, and TGMD-Total). Stepwise regression analysis revealed that locomotor competence (p = .99) and gender (p = .81) did not predict perceived physical competence, but object-control competence (p = .01) did significantly predict perceived physical competence. Adding gender to this regression model did not significantly predict perceived physical competence (p = .69). These findings showed that these children are not accurate at perceiving their physical competence.
Article
Fifth- and 6th-grade subjects (Ss; 51 boys and 59 girls) were classified as low or high in effort orientation based on the number of items in the Intellectual Achievement Responsibility Questionnaire for which lack of effort was selected as an explanation for failure. On a computerized, 2-choice discrimination learning task, half of the Ss were given directions designed to reduce concerns about performance and to direct attention toward the task ("task-orientation" instruction condition); half were given "performance-orienting" instructions. The computer was programmed to ensure that all Ss failed to solve all four problems. Analyses of problem-solving strategies revealed that fewer low-effort-orientation Ss used effective strategies in the performance-than in the task-orienting condition. The instructions did not affect the proportion of high-effort-orientation Ss who used effective strategies. The results suggest that task-orienting strategies may facilitate the performance of children who tend to de-emphasize the role of effort.
Article
Because classrooms are work settings in which students are engaged in compulsory activities and because the work involved is largely intellectual rather than physical, concepts and measures developed for studying motivation in free choice play situations have limited application to the study of student motivation for engaging in academic activities. More attention is needed to the cognitive aspects of motivation (not just its affective aspects) and to the value that students place on academic activity (not just their performance expectations and attributions). This article discusses these issues and offers suggestions about how teachers might become more successful than they are now in socializing their students to become motivated to learn. Motivation to learn in school means seeking to acquire the knowledge or skill that an academic activity is designed to develop, not merely getting the activity finished or doing the minimum necessary to meet requirements.
Article
This study examined the effect of task structure, perceived motivational climate, and goal orientations on students' task involvement and anxiety in the physical education lesson. Two hundred thirty-nine junior high school students participated in a physical education lesson comprised of four task-involving tasks and in a physical education lesson consisting of three ego-involving tasks. After the completion of each task the students responded on a questionnaire measuring concentration, autotelic experience, and loss of self-consciousness. In the last part of the lessons the students completed instruments assessing anxiety and perceived motivational climate. In the lesson comprised of task-involving tasks the students had higher state self-confidence, lower somatic anxiety, and perceived a higher task-involving and a lower ego-involving climate than in the lesson consisting of the ego-involving tasks. In both lessons, task orientation and the perception of a task-involving climate were positive predictors of concentration, autotelic experience, and loss of self-consciousness. The results are discussed with regard to the effect of task structure on the perceived motivational climate, task-involvement, and anxiety.
Article
The purpose of this study was to examine the motivational effects of two different teaching styles in one sport activity. One class of 24 girls was taught track and field for 10 weeks, each lesson being taught with either a direct (practice) or a differentiated (inclusion) teaching style. After each lesson the girls completed self-report measures of intrinsic motivation and goal involvement. On course completion, 8 girls were interviewed to assess their reactions to the course. ANOVA showed that students reporting higher levels of competence, autonomy, and task orientation had higher intrinsic motivation scores throughout the course. However, teaching style was also found to have an independent effect; the differentiated style was associated with higher levels of intrinsic motivation and task goal involvement and lower levels of work avoidance involvement. A differentiated teaching style can positively influence young girls’ reactions to a sports activity independently of perceptions of goal orientations,...
Article
The study with 21 preschool children found that children receiving a 12-week assessment-based instructional physical education program made significant gains on 6 fundamental motor skills when compared to a control group who received only supervised recess. (Author/DB)
Article
We conducted two studies to examine the effects of changing educational environments on children’s academic self-concepts and motivation. In the first study, we examined the effects of transitions to a new grade or a new school on children’s perceptions of their scholastic competence, their motivational orientation, and their anxiety and general affect about school performance. Four groups of children were examined longitudinally as they made the transition to a new grade, some changing schools and some remaining in the same school: (a) fifth to sixth grade, same school; (b) fifth to sixth grade, new school; (c) sixth to seventh grade, same school; and (d) sixth to seventh grade, new school. We hypothesized that many students would reevaluate their scholastic competence after a transition, given new social comparison groups and the possible increased emphasis on grades and competence evaluation in higher grades. Resultant changes in perceived competence, in turn, should impact motivational orientation, anxiety, and affect. As we predicted, we found changes in perceived competence across the transition to be related to changes in motivation and to school-related affect and anxiety after the transition. In the second study, we examined whether the hypothesized grade-related changes in the educational environment were actually experienced by children. The large majority of middle school students in our sample did report an increasing emphasis on grades, competition, and performance evaluation with each new grade, fostering greater focus on their own competence. These children reported relatively more extrinsic motivational orientation and higher levels of scholastic anxiety and viewed academic success as more important than did their peers, who rated the environment to be less performance focused. Children’s affective reactions to their academic performance were also related to both their perceptions of competence and their motivational orientations. Overall, our findings suggest that changing emphases in the educational environment, of which children seem to be well aware, have complicated academic outcomes, depending on the individual resources children bring with them into the school environment.
Article
Attempted to refine and extend R. White's (1959) model of effectance motivation, with particular emphasis on its developmental implications. This expanded model focuses on the following: the need to isolate components of effectance motivation at different developmental levels, an examination of the effects of failure as well as success, the relationship between task challenge and the degree of pleasure experienced, the role of social agents and the reinforcing environment, the developmental internalization of a self-reward system, the need to examine the relative strength of both intrinsic and extrinsic motivational orientations, certain correlates such as perceived competence and perceived control as consequences and mediators of one's motivational orientation. The need to translate theoretical concepts into researchable formulations which can be empirically tested within a developmental context is emphasized. (45 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
Examined the relationship of students' goal orientation to their views about the causes of success in physical education (PE) and about the function of PE. 144 high school students completed a modified version of the Task and Ego Orientation in Sport Questionnaire and measures of beliefs and perceived purposes specific to PE class. Students high in task orientation were significantly more likely to attribute success to intrinsic interest/effort/cooperation than were those low in task orientation. Students high in ego orientation believed more than students low in ego orientation that success is achieved when students possess high ability. Groups high in task orientation believed more than groups low in task orientation that an important function of PE is to learn the value of mastering skills and working with peers. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
233 children (aged 10–12 yrs) attending 6 elementary schools responded to a questionnaire on their perceptions of the motivational climate of their physical education class, beliefs about the causes of success, satisfaction, perceived ability, and attitude toward the class. Ss who perceived a climate oriented toward high mastery/moderate performance reported a positive attitude toward the class, high perceived ability, the belief that effort and ability cause success, and feelings of satisfaction. In contrast, Ss who perceived a climate oriented toward high performance/low mastery focused on ability as a cause of success, reported a negative attitude toward the class, and feelings of boredom. The pattern and strength of the findings suggest that to increase the motivation of children, physical educators should look to promote mastery, and de-emphasize performance-oriented cues in the achievement setting. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
The differential effects of a competitive and a cooperative fitness program for 137 Australian girls (aged 11–14 yrs) were examined in terms of physical fitness and multidimensional self-concepts. Consistent with the content specificity of self-concept, physical fitness was significantly correlated with self-concept of physical ability but not with any of the other 10 self-concept scales used. Both the competitive and cooperative programs significantly enhanced physical fitness compared with a randomly assigned control group; the cooperative program also enhanced physical ability self-concept and, to a lesser extent, physical appearance self-concept whereas the competitive program lowered them. Results demonstrate the benefits of cooperatively oriented physical fitness programs for girls and the content specificity of multiple dimensions of self-concept. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
[describes research which addresses] the following questions: how can we define the theoretical construct of a mastery goal in relation to the parameters of a particular learning environment / 1. how do the principles underlying a mastery orientation translate into instructional practices and children's experiences / 2. are students who see their classroom experiences as mastery-oriented more likely to engage in adaptive motivational patterns / 3. as students progress through school, can certain patterns of motivation become stabilized / can certain kinds of experiences over time begin to have cumulative effects on student motivation / 4. can children's motivation be enhanced by increasing the salience of a mastery orientation in the learning environment / how can we design such a field intervention / [students studied were elementary and high school students] (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
Examines psychological skills and methods that can be applied to working with children and adolescents in sport from a theory-to-practice and a practice-to-theory approach. A focus on personal development rather than performance is emphasized, as is a multidisciplinary or integrated sport science approach to understanding children's experiences in the physical domain. Psychological skills include self-perceptions, motivation, positive attitude, coping with stress, and moral development. Psychological methods include environmental influences (e.g., physical practice methods, coach and parent education, communication styles, modeling) and individual control strategies in the form of goal setting, relaxation, and mental imagery. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
examines the three issues that could move discussions of effective schools toward attention to effective students: student diversity, alterable school and classroom environments, comprehensive research and measurement models TARGET structures (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
Based on Ames' conception of situational goal structures, the present study investigated whether achievement-related cognitions and affect were related to specific motivational climates. The participants were 148 experienced students in team sport at a Norwegian university who responded to a questionnaire on their perceptions of the motivational climate in their sport, use of learning strategies, satisfaction, sources of satisfaction and perceived purposes of participating in sport. Canonical correlation analysis revealed that the perception of the motivational climate as either mastery- or performance-involving was related to reporting of affect, achievement strategies and perceived purposes of sport in a conceptually consistent manner. Controlling for dispositional goals, regression analyses, in which the athletes' dispositional achievement goals were controlled, showed that perception of a performance-oriented climate emerged as a negative and unique predictor of satisfaction or interest in addition to the variance accounted for by ego orientation. Athletes who perceived the motivational climate as mastery-oriented endorsed mastery as a source of satisfaction, and were less inclined to report avoiding practice. In addition, athletes who perceived the climate as mastery-oriented believed that sport may develop lifetime skills. In contrast, perceiving the climate as performance-oriented was positively related to status as a perceived purpose of team sport. Our findings suggest that, when athletes perceive the sport climate as task-involving, it facilitates the adoption of adaptive learning strategies, the use of controllable criteria to determine satisfaction, and enhances perception of sport as being important for developing lifetime skills.
Article
The present study examined the relationship between motivational climate with intrinsic motivation for athletes with high and low perceived competence. It was predicted that for highly competent athletes a motivational climate of high mastery and high performance would be associated with enhanced intrinsic motivation whereas for athletes of low competence perceptions of a motivational climate of high mastery would be associated with higher intrinsic motivation. Analysis for 100 male basketball players showed that there was no significant interaction between perceived competence and perceptions of motivational climate. Scores for perceptions of a task-involving climate were significantly correlated with intrinsic motivation.
Article
Thesis (Ph. D.)--United States International University, 1989. Includes bibliographical references. Photocopy.
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Using the mediating process paradigm (Doyle, 1977) as a framework, the need to develop reliable and valid instruments for assessing cognitive processes is apparent, and that was the purpose of this study. Participants (N = 819) completed the Cognitive Processes Questionnaire in Physical Education (CPQPE), as well as three other instruments addressing dispositional goal orientation, perception of motivational climate, and beliefs about causes of success in physical education. The five-factor structure that emerged in an exploratory factor analysis produced an acceptable fit with the data in the confirmatory factor analysis. The subscales of the CPQPE were related to a task-involved goal perspective and the belief that success is attributed to motivation and effort. The results indicate the CPQPE is a valid and reliable instrument that can provide valuable information about the teaching and learning process.
Article
This study examined differences in students' motivation in Greek physical education classes depending on age and amount of experience in sport and the extent to which these differences reflected divergent perceptions of competence and classes' motivational climate. 1,393 students responded to questionnaires measuring motivational climate, perceived competence, preference for challenge, interest in the lesson, and perceived importance of the lesson. Students who were not involved in out-of-school sport activities had lower scores on perceived physical competence, perceived learning orientation of the class, preference for challenge, interest in the lesson, and perceived importance of the lesson than students who were involved in organized sport. These differences in students' motivations decreased when scores on perceived learning goals and perceived physical competence were adjusted. Senior high school students (16 yr. old) were much less motivated than junior students (13 yr. old), but these differences were decreased or eliminated when scores on perceived learning orientation were controlled. These results suggest that to increase all students' motivation in physical education, a strong emphasis on personal progress should be adopted.