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Joan L Duda - One of the best experts on this subject based on the ideXlab platform.
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coach created Motivational Climate and athletes adaptation to psychological stress temporal motivation emotion interplay
2019Co-Authors: Montse C Ruiz, Claudio Robazza, Saara Haapanen, Asko Tolvanen, Joan L DudaAbstract:: This two-wave study investigated the temporal interplay between motivation and the intensity and reported impact of athletes' emotions in training settings. In total, 217 athletes completed self-report measures of Motivational Climate, motivation regulations, emotional states (i.e., pleasant states, anger, and anxiety) experienced before practice at two time points during a 3-month period. Latent change score modeling revealed significantly negative paths from task-involving Climate at time 1 to the latent change in the intensity of dysfunctional anxiety and anger, and significantly positive paths from ego-involving Climate at time 1 to the latent change in dysfunctional anger (i.e., intensity and reported impact). The paths from controlled motivation at time 1 to the latent change in the intensity of dysfunctional anxiety and vice versa were significantly positive. The path from controlled motivation at time 1 to the latent change in the intensity of functional anger was significantly positive, but not vice versa. In addition, the paths from dysfunctional anger (i.e., intensity and reported impact) at time 1 to the latent change in motivation regulations were significant, but not vice versa. Overall, evidence provided suggested that the temporal interplay of motivation and emotions is contingent on the specific emotions. The findings highlight the role of coach-created Motivational Climate and the importance of identifying high levels of controlled motivation to help athletes better adapt to psychological stress.
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predicting athletes functional and dysfunctional emotions the role of the Motivational Climate and motivation regulations
2016Co-Authors: Montse C Ruiz, Claudio Robazza, Saara Haapanen, Asko Tolvanen, Joan L DudaAbstract:ABSTRACTThis study examined the relationships between perceptions of the Motivational Climate, motivation regulations, and the intensity and functionality levels of athletes’ pleasant and unpleasant emotional states. Specifically, we examined the hypothesised mediational role of motivation regulations in the Climate–emotion relationship. We also tested a sequence in which emotions were assumed to be predicted by the Motivational Climate dimensions and then served as antecedents to variability in motivation regulations. Participants (N = 494) completed a multi-section questionnaire assessing targeted variables. Structural equation modelling (SEM) revealed that a perceived task-involving Climate was a positive predictor of autonomous motivation and of the impact of functional anger, and a negative predictor of the intensity of anxiety and dysfunctional anger. Autonomous motivation was a partial mediator of perceptions of a task-involving Climate and the impact of functional anger. An ego-involving Climate w...
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initial validation of the coach created empowering and disempowering Motivational Climate questionnaire edmcq c
2016Co-Authors: Paul R Appleton, Nikos Ntoumanis, Eleanor Quested, Carme Viladrich, Joan L DudaAbstract:Abstract This article employs Duda's (2013) hierarchical conceptualization of the coach-created Motivational Climate to inform the validation of a questionnaire (Empowering and Disempowering Motivational Climate Questionnaire-Coach; EDMCQ-C) that assesses junior athletes' perceptions of the social environmental dimensions proposed by achievement goal theory and self-determination theory. Confirmatory factor analyses (CFA) were initially employed to reduce the number of items required to measure the targeted Climate dimensions. A series of competing models were then tested to determine the best representation of the questionnaire's factor structure. The findings revealed that exploratory structural equation modelling (ESEM) provided a better fit of the data to the hypothesised model than CFA solutions. Specifically, the bi-factor ESEM provided the best fit, although parameter estimates suggest that none of the ESEM solutions replicated the underlying theoretical model of the Motivational Climate proposed by Duda (2013). The evidence from this study suggests that the EDMCQ-C is a promising, parsimonious questionnaire to assess empowering and disempowering facets of the Motivational Climate albeit the development of the questionnaire remains a work in progress.
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development and validation of the multidimensional Motivational Climate observation system
2015Co-Authors: Nathan Smith, Philippe Sarrazin, Athanasios Papaioannou, Paul R Appleton, Eleanor Quested, Damien Tessier, Yannis Tzioumakis, Joan L DudaAbstract:This article outlines the development and validation of the Multidimensional Motivational Climate Observation System (MMCOS). Drawing from an integration of the dimensions of the social environment emphasized within achievement goal theory and self-determination theory (as assumed within Duda’s [2013] conceptualization of “empowering” and “disempowering” Climates), the MMCOS was developed to enable an objective assessment of the coach-created Motivational environment in sport. Study 1 supported the initial validity and reliability of the newly developed observation system. Study 2 further examined the interobserver reliability and factorial structure of the MMCOS. Study 3 explored the predictive validity of the observational system in relation to athletes’ reported basic psychological need satisfaction. Overall, the results of these studies provide preliminary support for the inter- and intraobserver reliability, as well as factorial and predictive validity of the MMCOS. Suggestions for the use of this ob...
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the psychological interface between the coach created Motivational Climate and the coach athlete relationship in team sports
2008Co-Authors: Alkisti Olympiou, Sophia Jowett, Joan L DudaAbstract:The study’s objective was to investigate the Motivational significance of the coach-athlete relationship in team sports. 591 athletes completed the Perceived Motivational Climate in Sport Questionnaire (Newton, Duda, & Yin, 2000) to assess perceptions of the coach-created Motivational Climate and two Coach-Athlete Relationship Questionnaires to assess direct perceptions (Jowett & Ntoumanis, 2004) and meta-perceptions (Jowett, in press) of the relationship quality. Canonical correlation analyses revealed that the perceived task-involving features of the coaching Climate, in which role importance, co-operation, and improvement are emphasized, were associated with experiencing higher levels of closeness, commitment, and complementarity with the coach. Perceptions of the ego-involving features of the coach-created environment which emphasizes punitive responses to mistakes, rivalry, and unequal recognition were associated with lower levels of perceived closeness, commitment, and complementarity with the coach...
Glyn C Roberts - One of the best experts on this subject based on the ideXlab platform.
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achieving success at work development and validation of the Motivational Climate at work questionnaire mcwq
2013Co-Authors: Christina G L Nerstad, Glyn C Roberts, Astrid M RichardsenAbstract:Although work represents an important achievement setting, research on the perceived Motivational Climate, as defined by the achievement goal theory (AGT), remains limited. Calls have been made for research on the salience of such situational influences based on traditional AGT. Therefore, the aim of this research was to develop a scale to measure the Motivational Climate at work. In a pilot study, participants completed a developed questionnaire and the findings supported psychometric properties of the questionnaire. Two further studies were conducted and the findings provided evidence of content validity, criterion-related validity, construct validity, and internal consistency. The findings suggest the questionnaire might be used to determine the perception of the extant Motivational Climate in the workplace.
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peer relationships in adolescent competitive soccer associations to perceived Motivational Climate achievement goals and perfectionism
2005Co-Authors: Yngvar Ommundsen, Glyn C Roberts, Pierrenicolas Lemyre, Blake W MillerAbstract:The aim of this study was to examine the relationship between the perceived Motivational Climate, achievement goals, perfectionism and indices of peer relationships in a sample of young male and female Norwegian soccer players. The sample consisted of 1719 experienced soccer players (1231 males, 488 females) aged 12 – 19 years (mean = 14.9 years) participating in the Norway Cup international youth soccer competition. The players responded to a questionnaire measuring perceived peer acceptance and quality of friendship in soccer, perceived Motivational Climate, achievement goals and perfectionism in soccer. Canonical correlation analyses revealed that young female players who perceived the Motivational Climate as predominantly mastery oriented, and who were moderately task oriented and scored negatively on maladaptive perfectionism, reported better relations with their peers in soccer. Constructive peer relations were evident in that they scored positively on companionship with their best friend in socce...
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perceived Motivational Climate in male youth soccer relations to social moral functioning sportspersonship and team norm perceptions
2003Co-Authors: Yngvar Ommundsen, Glyn C Roberts, Pierrenicolas Lemyre, Darren C TreasureAbstract:Aim: To investigate the relationship between the perceived Motivational Climate, sportspersonship, social–moral functioning and team norms in a sample of young male Norwegian soccer players. Hypotheses: It was expected that a performance-oriented Motivational Climate would be associated with lower levels of social–moral functioning, sportspersonship and the perceptions of team norms that would approve of illegitimate behaviours in soccer. By contrast, a mastery-oriented Climate was hypothesised to be beneficial with respect to social–moral functioning, sporstspersonship and morally constructive team norm perceptions. Method: A cross-sectional study of 279 male soccer players (aged 12–14 years) taking part in the international youth soccer tournament, The Norway Cup, was conducted in which players responded to a questionnaire measuring different dimensions of social–moral functioning, including moral judgements, priority for more mature social–moral motives or reasons faced with moral dilemmas, amoral and sportspersonship behaviours and team norm perceptions. Results: Canonical correlation analysis coupled with multivariate analysis of variance showed that players who perceived the Motivational Climate as predominantly mastery oriented reported more mature levels of social–moral reasoning and better sportspersonhip behaviours. These players were also less apt to report amoral behaviour and perceive team norms as strongly disapproving of pro-aggressiveness. In contrast, players perceiving the Motivational Climate as predominantly performance-oriented were more apt to report amoral behaviours in soccer and were less likely to express sportspersonship behaviour. Conclusions: The findings illustrate the importance of studying Motivational conditions in order to provide an understanding of social–moral functioning, sportspersonship and social–moral team norms in youth soccer.
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students perceptions of the Motivational Climate achievement beliefs and satisfaction in physical education
2001Co-Authors: Darren C Treasure, Glyn C RobertsAbstract:The present study examined the relationship between students' perceptions of the Motivational Climate and beliefs about the causes of success, preference for challenging tasks, and satisfaction in physical education. Responses of 50 female and 46 male students (M age = 12.08 years; SD = .72) showed that perceptions of a mastery-oriented Motivational Climate were related to the belief that motivation or effort caused success and satisfaction. In contrast, perceptions of a performance Climate were related to the belief that deception caused success and related negatively to the students' preference for challenging tasks. Results of hierarchical regression analyses revealed that perceptions of the Motivational Climate explained a significant amount of unique variance in the students' responses after controlling for dispositional goal orientations. The results suggest that the teacher can influence the salience of a mastery-oriented Climate and, in so doing, optimize a child's motivation in physical education.
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the relationship between Motivational Climate perceived ability and sources of distress among elite athletes
2000Co-Authors: Anne Marte Pensgaard, Glyn C RobertsAbstract:Situational factors as well as individual differences are assumed to play an important role in perceptions of stress. One factor that may affect an elite athlete's perception of stress may be his or her perceived Motivational Climate. To examine the relative importance of dispositional and situational factors on the perceptions of distress (i.e. negative stress), we assessed goal orientations, perception of Motivational Climate and sources of distress among Norwegian participants at the 1994 Winter Olympic Games in Lillehammer. Perception of a performance Climate was associated with cognitive sources of distress, the coach, and team aspects as a source of distress. Furthermore, a performance Climate was a significant predictor of high total distress. The athletes with lower perceptions of ability perceived the coach to be more a source of distress than athletes with a high perception of ability. A perception of a mastery Climate was negatively associated with the coach as a source of distress. These findings indicate that, to reduce the perception of distress, the coach should focus on creating a mastery Climate for elite athletes.
Jarmo Liukkonen - One of the best experts on this subject based on the ideXlab platform.
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relationships among perceived Motivational Climate Motivational regulations enjoyment and pa participation among finnish physical education students
2017Co-Authors: Timo Jaakkola, Sami Ylipiipari, Vassilis Barkoukis, Jarmo LiukkonenAbstract:The influence of teacher-initiated Motivational Climate on cognitive, affective, and behavioural student outcomes has been highlighted as an area of future research. This study, grounded in self-determination and achievement goal theories, examined how teacher-initiated Motivational Climate can increase student motivation and positive affective responses in physical education (PE) along with their physical activity (PA) participation, and whether Motivational Climate has a longitudinal effect across middle school. In addition, we aimed to examine the role of positive affect in explaining the relationship between motivation in PE and out-of-school PA participation. Our sample comprised 540 adolescents (277 boys, 263 girls, median age 13) and they responded to self-report questionnaires measuring their perception of Motivational Climate in PE classes (Motivation Climate in Physical Education Questionnaire), Motivational regulations (Physical Education Motivation Scale), enjoyment (Sport Enjoyment Scale), an...
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Motivational Climate goal orientation perceived sport ability and enjoyment within finnish junior ice hockey players
2016Co-Authors: Timo Jaakkola, Nikos Ntoumanis, Jarmo LiukkonenAbstract:The aim of this study was to investigate the relations among situational Motivational Climate, dispositional approach and avoidance achievement goals, perceived sport ability, and enjoyment in Finnish male junior ice hockey players. The sample comprised 265 junior B-level male players with a mean age of 17.03 years (SD = 0.63). Players filled questionnaires tapping their perceptions of coach Motivational Climate, achievement goals, perceived sport ability, and enjoyment. For the statistical analysis, players were divided into high and low perceived sport ability groups. Multigroup structural equation modeling (SEM) revealed an indirect path from task-involving Motivational Climate via task-approach goal to enjoyment. Additionally, SEM demonstrated four other direct associations, which existed in both perceived ability groups: from ego-involving Motivational Climate to ego-approach and ego-avoidance goals; from ego-approach goal to ego-avoidance goal; and from task-avoidance goal to ego-avoidance goal. Additionally, in the high perceived sport ability group, there was an association from task-involving Motivational Climate to enjoyment. The results of this study reveal that Motivational Climate emphasizing effort, personal development and improvement, and achievement goal mastering tasks are significant elements of enjoyment in junior ice hockey.
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students perceptions of Motivational Climate and enjoyment in finnish physical education a latent profile analysis
2015Co-Authors: Timo Jaakkola, Markus Soini, C John K Wang, Jarmo LiukkonenAbstract:The purpose of this study was to identify student clusters with homogenous profiles in perceptions of task- and ego-involving, autonomy, and social relatedness supporting Motivational Climate in school physical education. Additionally, we investigated whether different Motivational Climate groups differed in their enjoyment in PE. Participants of the study were 2 594 girls and 1 803 boys, aged 14-15 years. Students responded to questionnaires assessing their perception of Motivational Climate and enjoyment in physical education. Latent profile analyses produced a five-cluster solution labeled 1) 'low autonomy, relatedness, task, and moderate ego Climate' group', 2) 'low autonomy, relatedness, and high task and ego Climate, 3) 'moderate autonomy, relatedness, task and ego Climate' group 4) 'high autonomy, relatedness, task, and moderate ego Climate' group, and 5) 'high relatedness and task but moderate autonomy and ego Climate' group. Analyses of variance showed that students in clusters 4 and 5 perceived the highest level of enjoyment whereas students in cluster 1 experienced the lowest level of enjoyment. The results showed that the students' perceptions of various Motivational Climates created differential levels of enjoyment in PE classes. Key pointsLatent profile analyses produced a five-cluster solution labeled 1) 'low autonomy, relatedness, task, and moderate ego Climate' group', 2) 'low autonomy, relatedness, and high task and ego Climate, 3) 'moderate autonomy, relatedness, task and ego Climate' group 4) 'high autonomy, relatedness, task, and moderate ego Climate' group, and 5) 'high relatedness and task but moderate autonomy and ego Climate' group.Analyses of variance showed that clusters 4 and 5 perceived the highest level of enjoyment whereas cluster 1 experienced the lowest level of enjoyment. The results showed that the students' perceptions of Motivational Climate create differential levels of enjoyment in PE classes.
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factorial validity and internal consistency of the Motivational Climate in physical education scale
2014Co-Authors: Markus Soini, Sami Ylipiipari, Jarmo Liukkonen, Athony P P Watt, Timo JaakkolaAbstract:The aim of the study was to examine the construct validity and internal consistency of the Motivational Climate in Physical Education Scale (MCPES). A key element of the development process of the scale was establishing a theoretical framework that integrated the dimensions of task- and ego involving Climates in conjunction with autonomy, and social relatedness supporting Climates. These constructs were adopted from the self-determination and achievement goal theories. A sample of Finnish Grade 9 students, comprising 2,594 girls and 1,803 boys, completed the 18–item MCPES during one physical education class. The results of the study demonstrated that participants had highest mean in task-involving Climate and the lowest in autonomy Climate and ego-involving Climate. Additionally, autonomy, social relatedness, and task-involving Climates were significantly and strongly correlated with each other, whereas the ego-involving Climate had low or negligible correlations with the other Climate dimensions.The construct validity of the MCPES was analyzed using confirmatory factor analysis. The statistical fit of the four-factor model consisting of Motivational Climate factors supporting perceived autonomy, social relatedness, task-involvement, and ego-involvement was satisfactory. The results of the reliability analysis showed acceptable internal consistencies for all four dimensions. The Motivational Climate in Physical Education Scale can be considered as psychometrically valid tool to measure Motivational Climate in Finnish Grade 9 students.
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Motivational Climate and students emotional experiences and effort in physical education
2010Co-Authors: Jarmo Liukkonen, Vassilis Barkoukis, Anthony P Watt, Timo JaakkolaAbstract:The aim of the study was to examine the impact of a self-determined Motivational Climate including support of autonomy, relatedness, task involvement, and ego-involving Climate on students’ affective responses and effort in physical education. The sample involved 338 sixth-grade students (11–12 years old) who completed a questionnaire battery incorporating measures of Motivational Climate, enjoyment, trait anxiety in physical education, and effort. The results of the reliability and confirmatory factor analyses supported the psychometric properties of the measures. Multiple regression path analysis results indicated that task-involving Climate, autonomy, and relatedness support had more positive influences on pupils’ affective responses in comparison to an ego-involving Climate.
Timo Jaakkola - One of the best experts on this subject based on the ideXlab platform.
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relationships among perceived Motivational Climate Motivational regulations enjoyment and pa participation among finnish physical education students
2017Co-Authors: Timo Jaakkola, Sami Ylipiipari, Vassilis Barkoukis, Jarmo LiukkonenAbstract:The influence of teacher-initiated Motivational Climate on cognitive, affective, and behavioural student outcomes has been highlighted as an area of future research. This study, grounded in self-determination and achievement goal theories, examined how teacher-initiated Motivational Climate can increase student motivation and positive affective responses in physical education (PE) along with their physical activity (PA) participation, and whether Motivational Climate has a longitudinal effect across middle school. In addition, we aimed to examine the role of positive affect in explaining the relationship between motivation in PE and out-of-school PA participation. Our sample comprised 540 adolescents (277 boys, 263 girls, median age 13) and they responded to self-report questionnaires measuring their perception of Motivational Climate in PE classes (Motivation Climate in Physical Education Questionnaire), Motivational regulations (Physical Education Motivation Scale), enjoyment (Sport Enjoyment Scale), an...
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Motivational Climate goal orientation perceived sport ability and enjoyment within finnish junior ice hockey players
2016Co-Authors: Timo Jaakkola, Nikos Ntoumanis, Jarmo LiukkonenAbstract:The aim of this study was to investigate the relations among situational Motivational Climate, dispositional approach and avoidance achievement goals, perceived sport ability, and enjoyment in Finnish male junior ice hockey players. The sample comprised 265 junior B-level male players with a mean age of 17.03 years (SD = 0.63). Players filled questionnaires tapping their perceptions of coach Motivational Climate, achievement goals, perceived sport ability, and enjoyment. For the statistical analysis, players were divided into high and low perceived sport ability groups. Multigroup structural equation modeling (SEM) revealed an indirect path from task-involving Motivational Climate via task-approach goal to enjoyment. Additionally, SEM demonstrated four other direct associations, which existed in both perceived ability groups: from ego-involving Motivational Climate to ego-approach and ego-avoidance goals; from ego-approach goal to ego-avoidance goal; and from task-avoidance goal to ego-avoidance goal. Additionally, in the high perceived sport ability group, there was an association from task-involving Motivational Climate to enjoyment. The results of this study reveal that Motivational Climate emphasizing effort, personal development and improvement, and achievement goal mastering tasks are significant elements of enjoyment in junior ice hockey.
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students perceptions of Motivational Climate and enjoyment in finnish physical education a latent profile analysis
2015Co-Authors: Timo Jaakkola, Markus Soini, C John K Wang, Jarmo LiukkonenAbstract:The purpose of this study was to identify student clusters with homogenous profiles in perceptions of task- and ego-involving, autonomy, and social relatedness supporting Motivational Climate in school physical education. Additionally, we investigated whether different Motivational Climate groups differed in their enjoyment in PE. Participants of the study were 2 594 girls and 1 803 boys, aged 14-15 years. Students responded to questionnaires assessing their perception of Motivational Climate and enjoyment in physical education. Latent profile analyses produced a five-cluster solution labeled 1) 'low autonomy, relatedness, task, and moderate ego Climate' group', 2) 'low autonomy, relatedness, and high task and ego Climate, 3) 'moderate autonomy, relatedness, task and ego Climate' group 4) 'high autonomy, relatedness, task, and moderate ego Climate' group, and 5) 'high relatedness and task but moderate autonomy and ego Climate' group. Analyses of variance showed that students in clusters 4 and 5 perceived the highest level of enjoyment whereas students in cluster 1 experienced the lowest level of enjoyment. The results showed that the students' perceptions of various Motivational Climates created differential levels of enjoyment in PE classes. Key pointsLatent profile analyses produced a five-cluster solution labeled 1) 'low autonomy, relatedness, task, and moderate ego Climate' group', 2) 'low autonomy, relatedness, and high task and ego Climate, 3) 'moderate autonomy, relatedness, task and ego Climate' group 4) 'high autonomy, relatedness, task, and moderate ego Climate' group, and 5) 'high relatedness and task but moderate autonomy and ego Climate' group.Analyses of variance showed that clusters 4 and 5 perceived the highest level of enjoyment whereas cluster 1 experienced the lowest level of enjoyment. The results showed that the students' perceptions of Motivational Climate create differential levels of enjoyment in PE classes.
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factorial validity and internal consistency of the Motivational Climate in physical education scale
2014Co-Authors: Markus Soini, Sami Ylipiipari, Jarmo Liukkonen, Athony P P Watt, Timo JaakkolaAbstract:The aim of the study was to examine the construct validity and internal consistency of the Motivational Climate in Physical Education Scale (MCPES). A key element of the development process of the scale was establishing a theoretical framework that integrated the dimensions of task- and ego involving Climates in conjunction with autonomy, and social relatedness supporting Climates. These constructs were adopted from the self-determination and achievement goal theories. A sample of Finnish Grade 9 students, comprising 2,594 girls and 1,803 boys, completed the 18–item MCPES during one physical education class. The results of the study demonstrated that participants had highest mean in task-involving Climate and the lowest in autonomy Climate and ego-involving Climate. Additionally, autonomy, social relatedness, and task-involving Climates were significantly and strongly correlated with each other, whereas the ego-involving Climate had low or negligible correlations with the other Climate dimensions.The construct validity of the MCPES was analyzed using confirmatory factor analysis. The statistical fit of the four-factor model consisting of Motivational Climate factors supporting perceived autonomy, social relatedness, task-involvement, and ego-involvement was satisfactory. The results of the reliability analysis showed acceptable internal consistencies for all four dimensions. The Motivational Climate in Physical Education Scale can be considered as psychometrically valid tool to measure Motivational Climate in Finnish Grade 9 students.
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Motivational Climate and students emotional experiences and effort in physical education
2010Co-Authors: Jarmo Liukkonen, Vassilis Barkoukis, Anthony P Watt, Timo JaakkolaAbstract:The aim of the study was to examine the impact of a self-determined Motivational Climate including support of autonomy, relatedness, task involvement, and ego-involving Climate on students’ affective responses and effort in physical education. The sample involved 338 sixth-grade students (11–12 years old) who completed a questionnaire battery incorporating measures of Motivational Climate, enjoyment, trait anxiety in physical education, and effort. The results of the reliability and confirmatory factor analyses supported the psychometric properties of the measures. Multiple regression path analysis results indicated that task-involving Climate, autonomy, and relatedness support had more positive influences on pupils’ affective responses in comparison to an ego-involving Climate.
Nikos Ntoumanis - One of the best experts on this subject based on the ideXlab platform.
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Motivational Climate goal orientation perceived sport ability and enjoyment within finnish junior ice hockey players
2016Co-Authors: Timo Jaakkola, Nikos Ntoumanis, Jarmo LiukkonenAbstract:The aim of this study was to investigate the relations among situational Motivational Climate, dispositional approach and avoidance achievement goals, perceived sport ability, and enjoyment in Finnish male junior ice hockey players. The sample comprised 265 junior B-level male players with a mean age of 17.03 years (SD = 0.63). Players filled questionnaires tapping their perceptions of coach Motivational Climate, achievement goals, perceived sport ability, and enjoyment. For the statistical analysis, players were divided into high and low perceived sport ability groups. Multigroup structural equation modeling (SEM) revealed an indirect path from task-involving Motivational Climate via task-approach goal to enjoyment. Additionally, SEM demonstrated four other direct associations, which existed in both perceived ability groups: from ego-involving Motivational Climate to ego-approach and ego-avoidance goals; from ego-approach goal to ego-avoidance goal; and from task-avoidance goal to ego-avoidance goal. Additionally, in the high perceived sport ability group, there was an association from task-involving Motivational Climate to enjoyment. The results of this study reveal that Motivational Climate emphasizing effort, personal development and improvement, and achievement goal mastering tasks are significant elements of enjoyment in junior ice hockey.
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initial validation of the coach created empowering and disempowering Motivational Climate questionnaire edmcq c
2016Co-Authors: Paul R Appleton, Nikos Ntoumanis, Eleanor Quested, Carme Viladrich, Joan L DudaAbstract:Abstract This article employs Duda's (2013) hierarchical conceptualization of the coach-created Motivational Climate to inform the validation of a questionnaire (Empowering and Disempowering Motivational Climate Questionnaire-Coach; EDMCQ-C) that assesses junior athletes' perceptions of the social environmental dimensions proposed by achievement goal theory and self-determination theory. Confirmatory factor analyses (CFA) were initially employed to reduce the number of items required to measure the targeted Climate dimensions. A series of competing models were then tested to determine the best representation of the questionnaire's factor structure. The findings revealed that exploratory structural equation modelling (ESEM) provided a better fit of the data to the hypothesised model than CFA solutions. Specifically, the bi-factor ESEM provided the best fit, although parameter estimates suggest that none of the ESEM solutions replicated the underlying theoretical model of the Motivational Climate proposed by Duda (2013). The evidence from this study suggests that the EDMCQ-C is a promising, parsimonious questionnaire to assess empowering and disempowering facets of the Motivational Climate albeit the development of the questionnaire remains a work in progress.
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peer Motivational Climate in youth sport measurement development and validation
2005Co-Authors: Nikos Ntoumanis, Spiridoula VazouAbstract:The influence of the peer group on young people’s achievement motivation has been highlighted in the literature as an area that needs examination (e.g., Harwood & Swain, 2001). To this effect, a new measure of youngsters’ perceptions of the peer Motivational Climate (Peer Motivational Climate in Youth Sport Questionnaire; PeerMCYSQ) was developed and tested across three studies. In Study 1, exploratory and confirmatory factor analyses (CFA) with 431 athletes between the ages of 11 to 16 years suggested that the PeerMCYSQ had 6 factors that could also be subsumed into 2 higher order factors (TaskInvolving Climate: improvement, relatedness support, effort; Ego-Involving Climate: intra-team competition, normative ability, intra-team conflict). In Studies 2 and 3 the 6-factor solution and the corresponding hierarchical one were tested using CFA with two independent samples (N = 606 and 495, respectively) of similar age. The results showed that the 6-factor model was problematic and that a 5-factor solution should be preferred instead. Further support to the 5-factor model was provided with hierarchical and multilevel CFAs. Suggestions for further research on peer Motivational Climate are discussed.
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peer Motivational Climate in youth sport a qualitative inquiry
2005Co-Authors: Spiridoula Vazou, Nikos Ntoumanis, Joan L DudaAbstract:Abstract Objectives Little is known about the influence and nature of the Motivational Climate initiated by peer groups on children's sport behavior and experiences. To address this research need, in-depth interviews were employed in order to identify the factors that underpin the Motivational Climate created by peers in youth sport. Methods Individually and in small focus groups, 14 boys and 16 girls ( N =30), aged between 12 and 16 years old from both individual and team sports, were interviewed regarding peer-induced characteristics of their Motivational Climates. Results Using content analyses, the following 11 dimensions of peer Climate emerged: cooperation, effort, improvement, mistakes, intra-team competition, intra-team conflict, equal treatment, normative ability, autonomy support, evaluation of competence and relatedness support. Conclusions Some of the resulting dimensions are similar to the factors included in existing instruments assessing adult (i.e. PE teacher or coach-created) Motivational Climates. However, some facets of the Climate unique to peer groups were also identified in this study. The theoretical implications of these findings are discussed and suggestions for future research on the peer Motivational Climate are provided.
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a review of Motivational Climate in physical activity
1999Co-Authors: Nikos Ntoumanis, Stuart J H BiddleAbstract:Here we provide, within a social-cognitive framework, a critical review of research on the Motivational impact of different psychological Climates in physical activity. Motivational, cognitive, affective and behavioural outcomes are considered in sport, school physical education and exercise. We first review laboratory and field studies that tried to manipulate the perceived structures of Motivational environments and to examine the subsequent outcomes on participants' cognitive and affective responses. Then we discuss studies influenced by the work of Ames in classroom settings and involving questionnaires to measure individuals' perceptions of ‘Motivational Climates’. The impact of mastery and performance Climates on various indices of motivation is narratively reviewed,and statistically estimated effectsizes from 14 studies (n=4484) are presented as supporting evidence. We conclude that a mastery Motivational Climate is associated with more adaptive Motivational patterns, while a performance Climate is...