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Analysis of Reasons for Sport Dropout and its Relationship with Motivational Orientation in College Students [Análisis de los Motivos de Retirada de la Práctica Deportiva y su Relación con la Orientación Motivacional en Deportistas Universitarios]
Abstract
The aim of this study is to analyze the reasons for dropout of the sport and its relationship with the goal orientations. 83 students participated (48 males and 35 females), aged between 19 and 26 years, who had dropout their sports. For the evaluation of the variables used three questionnaires, an ad hoc to socio-demographics variables, other for the assessment of motivational orientations and a third for the evaluation of the causes of dropout sports. The results indicate that the major cause of dropout was the difficulty in balancing their studies with sports and other activities, a progressive decrease in the motivation and the influence of significant others, also found a positive relationship between ego orientation and Low Form & Lack of Fun factors, and a negative relationship between Task orientation and Low Performance. El objetivo de este estudio es analizar los motivos de retirada de la práctica deportiva y su relación con las orientaciones de metas. Han participado 83 estudiantes universitarios (48 hombres y 35 mujeres), con edades comprendidas entre 19 y 26 años, que habían abandonado su práctica deportiva. Para la evaluación de las variables se utilizaron tres cuestionarios, uno ad hoc para variables sociodemográficas, otro para la evaluación de las orientaciones motivacionales y un tercero para la evaluación de las causas de abandono deportivo. Los resultados indican que las principales causas de abandono fueron la dificultad en compaginar su práctica deportiva con los estudios y otras actividades, una disminución progresiva de la motivación y la influencia de los otros significativos; además se encontró una relación positiva entre la orientación al Ego y los factores Baja Forma y Falta de Diversión; y una relación negativa entre la orientación a la Tarea y el factor Bajo Rendimiento.
El objetivo del presente estudio, es analizar la motivación que experimentan diversos grupos de atletas y como esta, influye en sunivel de satisfacción con el deporte. Se utilizó una muestra de 51 sujetos provenientes de escuelas y clubes de la Región de Murcia,siendo clasificada la muestra en función del género, edad, frecuencia de práctica, posesión de licencia federativa y tipo de entrenamiento. Como instrumentos se utilizaron el cuestionario BREQ-2 para la autodeterminación, TEOSQ, para la orientación motivacional y SSI para el nivel de satisfacción, todos ellos adaptados al contexto atlético. Los resultados mostraron mayor satisfacción y menor aburrimiento en los sujetos con alta orientación a la tarea y motivación intrínseca-autodeterminada, así como mayor motivación hacia el logro (ego y tarea). El perfil ideal fueron las mujeres más jóvenes, federadas, que realizan una práctica frecuente y siempre acompañadas, siendo la edad el factor más influyente. Estos resultados, podrían servir a los entrenadores para tener en cuenta qué variables pueden modificar tales como la metodología de entrenamiento, para lograr una mayor satisfacción y con ello, una mayor adherencia y resultados competitivos. Sería conveniente formar atletas desde las primeras etapas con orientación hacía el disfrute del atletismo para que de cara al futuro, no se reduzca su nivel de satisfacción y motivación y con ello, la posibilidad de abandono deportivo.
-Relations between assertiveness in adolescents' social behavior and demographic variables were assessed in 4,943 Spanish adolescents, ages 12 to 17 years, enrolled in 32 schools for Compulsory Secondary Education. Province of residence, school size, age, grade, and academic focus were statistically significant sources of variance in assertiveness scores. All effects were small. Patterns in responses indicate the items should be reviewed to improve the measure for adolescents, and as a tool for addressing teens' social competence in real life situations.
It's presented a study to acknowledge psychological and demographic factors that infiuence on the professional learning abandon of the music. A sample of 113 students (54 females and 59 males, ranged 12 to 45 years old) from a music conservatoire answered the MMEPC questionnaire (García-Dantas & Caracuel, 2011). Results showed significant differences among females and males, thus women presented less perceived competence and higher activation levels than men. Intrinsic motivation, perceive competence and stress exert the greater impact on the dropping out intention. Psychological and educational interventions are expected to a) reduce the studied risk factors for a desadaptative abandon, b) enhance those factors which promote a greater adherence and enjoyment the learning of the music.
Recent research with young adolescents (Duda, Fox, Biddle, & Armstrong, 1992) and with older adolescents (Duda, 1989) has reported a conceptually coherent relationship between individuals' achievement goal orientations and their beliefs about competitive sport. The purpose of the present study was to extend this line of research and examine the cognitive and affective concomitants of task and ego goal orientations (Nicholls, 1980, 1984, 1989) at three different ages during adolescence. Specifically, beliefs about the purposes of sport, causes of success, and satisfaction in sport were examined. A robust pattern of results emerged from canonical correlation procedures. For all three ages, a task orientation was related to prosocial and adaptive achievement beliefs about sport participation. In contrast, an ego orientation was related to negative social aspects and maladaptive achievement beliefs about sport involvement. The results suggest that a task orientation is likely to facilitate adaptive cognitive and affective patterns in competitive sport during adolescence. The construct of perceived ability has been one of the most popular psychological variables attended to by motivational researchers in the sport domain (see Roberts, 1992). The predominant focus in this literature has been to ascertain the cognitive, affective, and behavioral antecedents and consequences of varying levels of perceived ability (e.g., Feltz, 1992; Roberts, Kleiber, & Duda, 1981). For the most part, the self-perception of ability has been assumed to refer to how much ability an individual has relative to others in these studies. Recent research from an achievement goal perspective, however, suggests that more than one conception of ability exists (Nicholls, 1984, 1989), and that individuals7 cognitive and affective patterns are deter-mined by the conception of ability adopted.
El objetivo del presente trabajo consiste en analizar las propiedades psicométricas (estructura factorial y fiabilidad) del TEOSQ en su traducción castellana y en estudiar si existen diferencias en función del sexo. El cuestionario fue administrado a 283 estudiantes de EGB y BUP (146 chicos y 137 chicas) de edades comprendidas entre los 11 y los 17 años. El análisis factorial apoyó la estructura del instrumento obtenida en estudios previos, mostrando dos subescalas independientes con aceptable consistencia interna. Los análisis de varianza realizados para estudiar si existían diferencias significativas en función del sexo en las dos subescalas del TEOSQ informaron que los chicos presentaban una mayor orientación al Ego que las chicas.
The aim of the present work is to analyze the psychometric properties (factorial structure and reliability) of the TEOSQ in its Spanish translation and to study if there are differences according to sex. The questionnaire was administered to 283 students of EGB and BUP (146 boys and 137 girls) aged between 11 and 17 years. The factorial analysis supported the structure of the instrument obtained in previous studies, showing two independent subscales with acceptable internal consistency. The analysis of variance performed to study if there were significant differences according to sex in the two subscales of the TEOSQ reported that the boys presented a greater orientation to the Ego than the girls.
students from the University of Murcia responded to the Motivations and Interests related to Physical Exercise and Sport Questionnaire (MIAFD) to ascertain the gender differences in opinion about physical activity and sport and University programmes among university students. The study's most significant findings was that most males do some sort of physical activity; but women do less at this time. We can also say that men prefer physical activities in their spare time, whereas women divide their free time between social activities and personal interests. Finally, men confer higher importance to competition sports, which contrasts with women's attitudes towards the health aspects of sport.
The present study analyzed the progression of Sport Psychology research and its application through the scientific contributions presented in the congresses organized by the Spanish Federation of Sport Psychology during the last decade, from 1999 through 2008. All scientific contributions (n=436) registered in the proceedings of the five National Congresses of Sport Psychology were analyzed: Murcia in 1999, Pontevedra in 2001, León in 2003, Málaga in 2005, and Seville in 2008. The following aspects were studied: a) type of scientific contribution; b) subject matter; c) type of sample utilized; d) type of sport or exercise; e) types of instruments used; f) number of references in Spanish; g) number of references in other languages; and h) number of authors per study.
Este estudio examinó las relaciones entre el clima motivacional, generado en las sesiones de entrenamiento, la orientación de meta, la motivación intrínseca, la auto-confianza, la ansiedad y el estado de ánimo en jóvenes deportistas antes y después de una competición. La muestra estuvo formada por 96 deportistas cadetes (48 mujeres y 48 varones), de catorce Clubes de Atletismo, con edades comprendidas entre los 14 y los 16 años. Los resultados mostraron que el clima de maestría fue asociado positivamente a la orientación a la tarea, la motivación intrínseca en las sesiones preparatorias, la auto-confianza y el estado de ánimo pre-competitivo. El clima de ejecución se asoció positivamente a la orientación al ego y a la ansiedad somática y cognitiva, y negativamente a la motivación intrínseca, la auto-confianza y el estado de ánimo pre y post-competitivo.
We studied how specific motivational processes are related to the salience of mastery and performance goals in actual classroom settings. One hundred seventy-six students attending a junior high/high school for academically advanced students were randomly selected from one of their classes and responded to a questionnaire on their perceptions of the classroom goal orientation, use of effective learning strategies, task choices, attitudes, and causal attributions. Students who perceived an emphasis on mastery goals in the classroom reported using more effective strategies, preferred challenging tasks, had a more positive attitude toward the class, and had a stronger belief that success follows from one's effort. Students who perceived performance goals as salient tended to focus on their ability, evaluating their ability negatively and attributing failure to lack of ability. The pattern and strength of the findings suggest that the classroom goal orientation may facilitate the maintenance of adaptive motivation patterns when mastery goals are salient and are adopted by students. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Past work has documented and described major patterns of adaptive and maladaptive behavior: the mastery-oriented and the helpless patterns. In this article, we present a research-based model that accounts for these patterns in terms of underlying psychological processes. The model specifies how individuals' implicit theories orient them toward particular goals and how these goals set up the different patterns. Indeed, we show how each feature (cognitive, affective, and behavioral) of the adaptive and maladaptive patterns can be seen to follow directly from different goals. We then examine the generality of the model and use it to illuminate phenomena in a wide variety of domains. Finally, we place the model in its broadest context and examine its implications for our understanding of motivational and personality processes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Describes how motivational processes influence a child's acquisition, transfer, and use of knowledge and skills. Recent research within the social-cognitive framework illustrates adaptive and maladaptive motivational patterns, and a research-based model of motivational processes is presented that shows how the particular performance or learning goals children pursue on cognitive tasks shape their reactions to success and failure and influence the quality of their cognitive performance. Implications for practice and the design of interventions to change maladaptive motivational processes are outlined. It is suggested that motivational patterns may contribute to gender differences in mathematics achievement and that empirically based interventions may prevent current achievement discrepancies and provide a basis for more effective socialization. (79 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Over 500 mothers of children in kindergarten through fifth grade were surveyed. Mothers' preferences for mastery versus performance-based achievement goals were differentiated in terms of the priority mothers gave to the demonstration of effort versus high performance as desired student outcomes. The findings showed that mothers' views about the nature of learning in schools can be differentiated according to their achievement goal emphasis. Mastery and performance goals involved different beliefs about how learning occurs, how it is fostered, how it is evidenced, and how it should be evaluated. The findings suggest that children of mothers with different achievement goals may be encouraged to pursue different types of achievement activities, may be evaluated on different aspects of their behavior, and may experience different types of expectations. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Achievement behavior is defined as behavior directed at developing or demonstrating high rather than low ability. Ability can be conceived either with reference to the individual's own past performance or knowledge, a context in which gains in mastery indicate competence, or as capacity relative to that of others, a context in which a gain in mastery alone does not indicate high ability. To demonstrate high capacity, one must achieve more with equal effort or use less effort than do others for an equal performance. The conditions under which these different conceptions of ability function as individuals' goals and the nature of subjective experience in each case are specified. Different predictions of task choice and performance are derived and tested for each case using data from previously published studies. The effects of task and ego involvement, task choice, and self-perceptions are discussed. (125 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
50 swimming dropouts (age 10–18 yrs) were surveyed to assess the reasons for their decision to discontinue swimming. Ss also responded to a series of structured interview questions regarding involvement in sport, social encouragement for swimming, aspects they liked and disliked about competitive swimming, and aspects they liked and disliked about former coaches. Results suggest that the majority of youth swimmers who discontinue participation do so because of interest in other activities, and not because of excessive pressure, a lack of fun, or over-emphasis on winning. However, these more negative reasons did cause some Ss to discontinue involvement. (French abstract) (11 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The focus of this paper is on the theoretical and empirical interdependencies between goal perspectives, or ways of judging one's competence and subjectively defining success, and intrinsic motivation in the sport domain. First, the conceptual links between goal perspective theory (Nicholls, 1989) and Deci and Ryan's cognitive evaluation theory (1985) are outlined. Drawing from both of these frameworks, it is presumed that a task-involved goal perspective should foster intrinsic motivation while an ego-involved goal perspective is more likely to lead to decreased intrinsic motivation. Second, recent investigations which have examined the relationship of situationally-induced task and/or ego involvement and intrinsic motivation in the classroom and, in particular, sport are reviewed. Finally, research across two samples is presented which determined the association between dispositional goal perspectives (as measured by the Task and Ego Orientation in Sport Questionnaire) and indices of intrinsic motivation (as measured by the Intrinsic Motivation Inventory). The results were consistent with theoretical predictions and provide converging evidence for the construct validity of the TEOSQ. The paper concludes with future directions for work on goal perspectives and intrinsic motivation in sport.
Both sport and academic work play large roles in school life, yet there is little comparative evidence on the nature or generality of achievement motivation across these domains. In this study, beliefs about the causes of success in school and sport of 207 high school students were found to be related in a logical fashion to their personal goals. The ego-involved goal of superiority was associated with the belief that success requires high ability, whereas task orientation (the goal of gaining knowledge) was associated with beliefs that success requires interest, effort, and collaboration with peers. These goal-belief dimensions, or theories about success, cut across sport and schoolwork. However, little cross-domain generality was found for perceptions of ability and intrinsic satisfaction. Intrinsic satisfaction in sport primarily related to perceived ability in that setting. Task orientation, not perceived ability, was the major predictor of satisfaction in schoolwork. Both sport and schoolwork loom large in the lives of U.S. adolescents. Yet, in studies of achievement motivation, these domains are normally examined separately. We explored the possibility that the pattern of associations among measures of achievement-related individual differences would differ for sport and school and that some dimensions might be general, cutting across sport and school, whereas others might not. To frame these questions, we first review past work concerning dimensions of achievement motivation in the classroom. Sec-ond, we consider differences in these dimensions and their interrelationships that might occur in the domain of sport. Third, we address the issue of the generality of individual differences across sport and the classroom. Theories of Success in the Classroom
This study examined the relationship between an athlete’s goal perspective (i.e., task or ego orientation) and the perceived purpose of sport among male and female high school athletes. The sport-specific measure of task and ego orientation was found to have a stable factor structure and high internal consistency. Factor analysis of the Purpose of Sport Questionnaire revealed seven factors: sport should (a) teach the value of mastery and cooperation, (b) show people how to be physically active for life, (c) make good citizens, (d) make people competitive, (e) help individuals obtain a high status career, (f) enhance self-esteem, and (g) show people how to get ahead and increase their social status. Results indicated that the importance placed on skill mastery and personal improvement in sport (task orientation) positively related to beliefs that sport should enhance self-esteem and teach people to try their best, cooperate, and be good citizens. Ego orientation was a positive predicator of the view that sport involvement should enhance one’s self esteem and social status.
The purpose of this study was to test a motivational model of sport dropout that integrates the 4 stage-causal sequence proposed by the Hierarchical Model of Vallerand (1997) and elements from achievement goal theory (Nicholls, 1989). The model posits that a task involving motivational climate facilitates, while an ego-involving climate undermines, perceptions of competence, autonomy, and relatedness. In turn, feeling incompetent, non autonomous, and unrelated to others undermines self-determined motivation toward handball which leads to the intention of dropping out of handball. Finally, such intentions are implemented later on. Three-hundred and thirty-five females handballers completed a motivation questionnaire and were followed for 21-months. Results from structural equation modeling analyses provided basic support for the model. Findings are discussed in light of their theoretical and applied implications.
El abandono del deporte en jóvenes desde la Teoría de las metas de logro. This study examined dropout behavior, using the conceptual framework of achievement goal theory. We hypothesized that dropout could be predicted by a high ego-oriented goal disposition in combination with a low perception of personal skill and the perception that the coach and sport peers maintained ego-oriented sport success criteria. The participants were 134 adolescent athletes involved in high-level competitive sports participation. The results of structural equation modeling (SEM) supported these hypotheses. Furthermore, the variables that directly predicted sport dropout were the participant s ego orientation (positively) and perception of skill (negatively). These findings and the research prospects are discussed
Orientaciones de meta, clima motivacional contextual y situacional y estado de implicación en competición de deportistas españoles con parálisis cerebral. Este estudio examina la relación entre la percepción del clima motivacional contextual y situacional, las orientaciones de meta y la implicación en competición de atletas españoles con parálisis cerebral. Los atletas (N= 57) cumplimentaron varios cuestionarios que valoraron la percepción del clima motivacional contextual y situacional, la orientación de meta y la implicación. Los resultados muestran que la implicación al ego correlaciona positivamente con la percepción de un clima contextual y situacional implicante al ego en el entrenador, así como con una orientación al ego. El análisis de regresión realizado revela que una implicación a la tarea en competición puede ser predicha por un clima motivacional contextual implicante hacia la tarea, mientras que una implicación al ego en competición era predicha sólo por la orientación al ego. Los resultados son discutidos en el marco conceptual de la teoría de las metas de logro.
Nicholls's theory of achievement motivation (1989) assumes one's goal orientation in an achievement activity is consistent with one's views concerning what is acceptable behavior in that setting. The purpose of this study was to determine the relationship of a task and ego goal orientation (i.e., the tendency to focus on personal mastery or beating others, respectively) to sportsmanship attitudes and perceptions of the legitimacy of aggressive acts by testing this assumption in the context of interscholastic sport. Fifty-six male and 67 female high school basketball players completed a three-part questionnaire assessing (a) individual differences in goal orientation, (b) approval of "unsportsmanlike play/cheating," "strategic play," and "sportsmanship behaviors," and (c) subjective ratings of the legitimacy of intentionally injurious behaviors. All measures were basketball-specific. Results indicated a low task orientation and high ego orientation corresponded to an endorsement of unsportsmanlike play/cheating. Ego orientation positively related to the rating of aggressive acts as more legitimate. Gender differences in goal orientation, sportsmanship attitudes, and legitimacy ratings were observed.
Theories of motivation built upon primary drives cannot account for playful and exploratory behavior. The new motivational concept of "competence" is introduced indicating the biological significance of such behavior. It furthers the learning process of effective interaction with the environment. While the purpose is not known to animal or child, an intrinsic need to deal with the environment seems to exist and satisfaction ("the feeling of efficacy") is derived from it. (100 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
Este trabajo analizó las propiedades psicométricas de una batería de cuestionarios utilizado previamente en contextos deportivos británicos y norteamericanos para medir: la orientación de metas disposicional, las creencias sobre las causas de éxito en deporte, la satisfacción con los resultados deportivos y la diversión con la práctica deportiva y las relaciones entre la orientación de meta personal y las variables estudiadas. 90 chicos y 40 chicas practicantes de atletismo o tenis participaron en el estudio. Los resultados han mostrado una distribución factorial semejantes a las obtenidas con los instrumentos originales. La consistencia interna de todas las escalas se ha mostrado aceptable y las relaciones entre la orientación de meta disposicional, las creencias, la satisfacción y la diversión, han mostrado que la orientación al ego se encuentra relacionada con patrones motivacionales potencialmente poco adaptativos.
In 1990 the Athletic Footwear Association (AFA) (1) released a report entitled “American Youth and Sports Participation” that examined teenagers’ (ages 10-18 years) feelings about their sport involvement. This report was the culmination of an extensive study of more than 10,000 young people from 11 cities across the U.S. in which issues related to why teenagers participate, why they quit, and their feelings about winning were addressed.1 The results highlighted in the AFA report indicate that (a) participation in organized sports declines sharply as youngsters get older, (b) “fun” is the key reason for involvement and “lack of fun” is one of the primary reasons for discontinuing, (c) winning plays less of a role than most adults would think, and (d) not all athletes have the same motivations for their involvement.
Both sport and academic work play large roles in school life, yet there is little comparative evidence on the nature or generality of achievement motivation across these domains. In this study, beliefs about the causes of success in school and sport of 207 high school students were found to be related in a logical fashion to their personal goals. The ego-involved goal of superiority was associated with the belief that success requires high ability, whereas task orientation (the goal of gaining knowledge) was associated with beliefs that success requires interest, effort, and collaboration with peers. These goal-belief dimensions, or theories about success, cut across sport and schoolwork. However, little cross-domain generality was found for perceptions of ability and intrinsic satisfaction. Intrinsic satisfaction in sport primarily related to perceived ability in that setting. Task orientation, not perceived ability, was the major predictor of satisfaction in schoolwork.
Talented teenage athletes of both sexes performing explosive, endurance and team sports as well as risk and safe sports were studied three times (age 15-16: N = 352; age 16-17: N = 305; age 17-18: N= 285) to predict high performance and discontinuation in sport at age 18-19 from scores on a range of motivational styles. They were recruited from the most promising performers of different sports, mainly in Western Norway. They all completed Norwegian versions of questionnaires on competitiveness, win-and goal-orientation (Sport Orientation Questionnaire: Gill & Deeter, 1988); sensation seeking (short Sensation Seeking Scale: Madsen, Das, Bogen & Grossman 1987); optimism (Life Orientation Test: Scheier & Carver, 1987); a new scale on so-called reactive and proactive negativism (the Negativism Dominance Scale: McDermott & Apter, 1988) as well as questions constructed to measure the importance of friendship and physical competence in sport attributed to self, sport mates and to the coach. Information about level of performance in sport and discontinuation at age 18-19 were also obtained. Competitiveness, win orientation and the importance of physical competence in sport, attributed to self and to sport mates, predicted high performance in all types of sport, whereas high performance in different sports was predicted from proactive negativism (intrinsically provoked hostile actions), with high scores among explosive sport performers and low scores among performers of team sports. High performance in endurance sports was best predicted from high scores on goal orientation and the importance of friendship attributed to self. A significantly more optimistic lifestyle was predominant among skilled performers of risk sports compared to skilled performers of safe sports. Scores in the medium range for win orientation in previous years also predicted high performance in risk and safe sports. Discontinuation was best predicted from reactive negativism (extrinsically provoked hostile actions) and proactive negativism among males.
There is evidence to demonstrate that achievement goals do function in the context of sport. Research in sport has been directed at developing measures of mastery and ego goals, investigating the cognitive correlates of goal perspectives in sport, and investigating the impact of goal perspective on the achievement and motivational strategies of children. Future research should focus on the role of achievement goals in governing the ongoing stream of achievement behaviors of athletes. For children to employ effort strategies and seek challenging tasks, the mastery climate of the learning environment must be enhanced. Research should also emphasize interventions at the level of coach and parent in order to minimize the stress and negative normative assessment of ability that children often make within the sport experience. (French, Spanish, German & Italian abstracts) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Our goal in this chapter is to comprehensively review the literature on motivation and sport behavior. To do this, we describe theories or conceptual models of motivation that have been supported in the physical achievement domain. Second, we synthesize and consolidate relevant sport-related research for each conceptual framework. We critically analyze current issues, controversies, and missing links in the knowledge base for each theory. Finally, we present some ideas for future research that may help explain motivational orientations and behavior from a particular conceptual perspective. we begin the chapter, however, with a review of the early descriptive research on participation motivation and attrition, because these studies significantly affect how we conceptualize motivational orientations and sport behavior today. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
We examined the achievement goals of parents' in relation to their interpretation of their child's sporting behavior, preference for certain types of performance feedback about their child, the types of tasks they prefer their child to engage in, and their beliefs about the cause of their child's performance. The sample consisted of 96 parents whose children were in the first year (mean age 11.3) at a large comprehensive school in a major city in the United Kingdom. Parents' dispositional achievement goal orientations were differentiated by their responses to the Perception of Success Questionnaire (Roberts & Balague, 1989, 1991). Whereas differences in task orientation appear to be critical in the education setting (Ames & Archer, 1988), the findings of this study suggest that individual differences in ego orientation may be more significant in the competitive sport context.
Objectives: to explore the generalization of a central prediction of achievement goal theory (AGT), that maladaptive motivation patterns occur only when low (Lo) perceived ability accompanies comparative (Co) achievement perspectives. This prediction was tested independently for (a) dispositional orientations and (b) perceptions of the motivational climate in (i) a cross-sectional study of enjoyment, and (ii) a longitudinal study of persistence.Method: track and field athletes (n=138) aged 11 to 16 years completed measures of dispositional orientation, perceived motivational climate, perceived ability and enjoyment. The climate instrument was revised for conceptual equivalence to the dispositional one. One year later athletes were identified as persisters or non-persisters with their clubs.Results: in the enjoyment study, a series of orthogonal comparisons supported the predictions for both dispositional and situational profile groups: CoLo groups reported less enjoyment than the remaining groups. In the persistence study, logistic regression supported the prediction for situational but not dispositional data: three interactions showed that withdrawal was most likely in low perceived ability athletes who (a) perceived a Co climate, or (b) had a self-referenced (Sr) disposition, but also (c) in athletes with Sr dispositions who perceived a Co climate.Conclusions and recommendations: the interactive prediction of AGT was supported in three conditions. Alternative explanations are discussed for the fourth condition. It is recommended that further research should identify the boundary conditions under which AGT is operational, and related theories that explain additional variance.
Se analiza la validez de constructo y predictiva de tres instrumentos de medida: el Cuestionario de Orientación al Ego y a la Tarea en el Deporte (Duda, 1989), el Inventario de Creencias sobre las Causas del Éxito en el Deporte (Duda y Nicholls, 1992) y el Cuestionario de Satisfacción Intrínseca en el Deporte (Duda y Nicholls, 1992) utilizando el modelo de ecuaciones estructurales, en una muestra de 967 adolescentes entre 11 y 16 años. Los resultados apoyan la validez de constructo y predictiva y señalan la existencia de dos teorías personales del logro en el contexto deportivo. La Meta-creencia-Tarea se asocia con una mayor diversión y un menor aburrimiento en el deporte y la Meta-creencia-Ego con mayor aburrimiento. Se discuten las implicaciones de los resultados.
This study examined motives for participating in and discontinuing sport for 106 competitive, recreational, and former youth gymnasts. Similar to previous studies on participation motives in children's sport, gymnasts cited multiple reasons for their attraction to sport with the most important being competence, fitness, and challenge for the competitive gymnasts; competence, fitness, fun and situational for the recreational gymnasts; and competence, action, challenge and fun for the former gymnasts. A factor analysis was conducted and revealed seven categories of motivational factors, similar to those found by Gill et al. (1983). No support was found for a relationship between motives for gymnastic participation and reasons for attrition. The most important reasons for leaving gymnastics were having other things to do, injuries, not liking the pressure, not having enough fun, and too time consuming.
This study examined the relationship between goal orientations, perceived motivational climate, enjoyment, satisfaction, perception of ability, and preference for tasks with different levels of difficulty in Spanish athletes. To measure these variables 323 recreational athletes completed the Spanish versions of the Perception of Success Questionnaire, Perception of Significant Others' Sport Success Criteria Questionnaire, Enjoyment/Boredom scale, and Satisfaction in Sport Questionnaire. To measure perception of ability, athletes responded to two items reflecting a general perception and a comparative perception of their ability. Finally, preference for a task of different difficulty was measured by two items reflecting preference for easy and for challenging tasks. Analysis showed that scores on a positive ego orientation and negative task orientation were associated with maladaptive motivational patterns in sport. Such patterns involve lower perceptual ability, preference for easy tasks, and less enjoyment and satisfaction in sport activities.
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