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Athanasios Papaioannou - One of the best experts on this subject based on the ideXlab platform.
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age group differences in intrinsic motivation goal Orientations and perceptions of athletic competence physical appearance and motivational climate in greek physical education
Scandinavian Journal of Medicine & Science in Sports, 2007Co-Authors: Nikolaos Digelidis, Athanasios PapaioannouAbstract:This study examined age-group differences in students' motivation, self-perceptions, Task and ego Orientations and perception of motivational climate in Greek physical education lessons. Six hundred and seventy-four students aged 10-17 years responded on self-reports which, in this study, had acceptable internal consistencies. The results showed that senior high school students scored lower on the scales assessing intrinsic motivation, perceived learning Orientation in the lesson, Task Orientation and perceived athletic ability than junior high school and elementary school students. High school students had lower scores on the Perceived Physical Appearance scale and higher scores on the measure assessing perceptions of students' worries about mistakes than elementary school students. The results suggest that learning Orientation should be strengthened in Greek physical education.
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motivational climate achievement goals and metacognitive activity in physical education and exercise involvement in out of school settings
Psychology of Sport and Exercise, 2006Co-Authors: Argiris Theodosiou, Athanasios PapaioannouAbstract:Abstract Objectives This study examined the relationship between achievement goals, motivation climate, frequency of sport and exercise involvement and students' metacognitive processes in physical education. Design One sample of questionnaire data. Methods Participants were 782 physical education pupils (338 male, 416 female, 28 did not provide gender) of public elementary (n=182), junior high school (n=365) and senior high school (n=235), who completed self-reports of Task and ego Orientation, motivational climate, metacognition, effort and enjoyment in physical education and sport and exercise behavior in out-of-school settings. Results Both Task-Orientation and the perception of a mastery environment had a unique contribution in the explanation of students' metacognitive activity. There was also evidence that metacognition has a mediating role between mastery climate and Task Orientation on the one hand and frequency of sport and exercise involvement on the other. Conclusions These findings underscore the importance of Task Orientation and mastery climate for the development of metacognition in physical education. Moreover, they underline the necessity of research on the causal relationship between metacognition and sport involvement.
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causal relationships of sport and exercise involvement with goal Orientations perceived competence and intrinsic motivation in physical education a longitudinal study
Journal of Sports Sciences, 2006Co-Authors: Athanasios Papaioannou, Triantafyllos Christodoulidis, Evaggelos Bebetsos, Yannis Theodorakis, Olga KouliAbstract:Abstract Little information exists about the causal relationships of sport and exercise participation with goal Orientations, perceived athletic competence and intrinsic motivation in physical education. A longitudinal study was conducted involving 882 Greek students who completed questionnaires on three occasions: 3 – 5 weeks into the academic year, 3 – 6 weeks before the end of the academic year, and 7 months later. The data were analysed using structural equation models, controlling for age. Task Orientation and intrinsic motivation in physical education at the beginning of the academic year predicted sport and exercise participation 7 and 14 months later. Perceived athletic competence both at the beginning and end of the academic year predicted sport and exercise participation 7 and 14 months later, while ego Orientation did not predict sport and exercise involvement at either time. Previous sport and exercise participation had positive effects on Task Orientation and perceived athletic competence 3 –...
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a one year intervention in 7th grade physical education classes aiming to change motivational climate and attitudes towards exercise
Psychology of Sport and Exercise, 2003Co-Authors: Nikolaos Digelidis, Athanasios Papaioannou, Konstantinos Laparidis, Triantafyllos ChristodoulidisAbstract:Objectives: To assess the effects of a year-long intervention in Greek junior high school physical education on motivational climate, goal Orientations and attitudes towards exercise and healthy diet. Design: One-year pre-post experimental trial. Method: Eighty-eight daily lessons aiming to facilitate Task-involvement were developed with 262 students in an intervention group and 521 acting as controls. All were at the first year of junior high school (7th grade). The intervention was assessed through questionnaires at the beginning and end of the school year and 10 months after the end of the intervention. Participants completed the measures of motivational climate, goal Orientations and attitudes. Results: Confirmatory factor analyses, and reliability and correlation analyses, supported the psychometric properties of the questionnaires. Covariance analysis results revealed that, after adjusting for initial differences on the assessed constructs, students who took part in the intervention, compared with the control group: (1) had more positive attitudes towards exercise and healthy eating, (2) had lower ego and higher Task Orientation scores, and (3) perceived that their teacher gave more emphasis on Task-involvement and less emphasis on ego-involvement. Conclusions: Physical educators can create a positive motivational climate facilitating students’ Task Orientation and attitudes towards exercise. 2002 Elsevier Science Ltd. All rights reserved.
Martyn Standage - One of the best experts on this subject based on the ideXlab platform.
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predicting motivational regulations in physical education the interplay between dispositional goal Orientations motivational climate and perceived competence
Journal of Sports Sciences, 2003Co-Authors: Martyn Standage, Joan L Duda, Nikos NtoumanisAbstract:In this study, we examined the main and interactive effects of students' goal Orientations, perceived competence and perceptions of the motivational climate on the motivational styles advanced by self-determination theory. The participants were 328 British secondary school students aged 13.6 +/- 0.6 years (mean +/- s). Moderated hierarchical regression analyses revealed Task Orientation, perceived competence and perceptions of a mastery climate to be positive predictors of self-determined styles of motivation. Perceived competence in physical education was negatively associated with amotivation. Significant interaction effects for mastery climate x Task Orientation and for ego Orientation x perceived competence emerged. The results indicate that: (1) for students endorsing a high Task Orientation, the perception that the class climate was high in mastery cues was associated with increased intrinsic motivation; and (2) for students high in ego Orientation, the belief that one was competent increased, while perceptions of incompetence attenuated intrinsic motivation. Additionally, a three-way interaction between ego Orientation, performance climate and perceived competence emerged. In light of achievement goal and self-determination frameworks, we propose that studying the potential interplay between both individual and situational goal perspectives and the moderating effect of perceived competence may further enhance our understanding of motivation in physical education.
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relationship among achievement goal Orientations and multidimensional situational motivation in physical education
British Journal of Educational Psychology, 2002Co-Authors: Martyn Standage, Darren C TreasureAbstract:Background. Contemporary research suggests that Task and ego achievement goal Orientations affect students' intrinsic motivation in physical education. This research has assessed intrinsic motivation as a unidimensional contruct, however, which is inconsistent with the more contemporary postulates of self-determination theory (Deci & Ryan, 1985, 1991) which states that intrinsic motivation is only one type of motivation. To date, research has not addressed whether different types of motivation at the situational level are influenced by the proneness to adopt Task or ego involvement. Aims. To examine the relationship between achievement goal Orientations and multidimensional situational motivation in PE. Sample. Middle school children (182 male, 136 female; M age = 13.2 years). Method. Responded to questionnaires assessing their dispositional goal Orientation (POSQ; Roberts, Treasure, & Balague, 1998) and situational motivation (SIMS; Guay, Vallerand, & Blanchard, 2000) in PE. Results. Task Orientation was found to be positively associated with more self-determined types of situational motivation. Ego Orientation was weakly related to less self-determined motivation. An extreme group split was conducted to create four goal groups and goal profile analyses conducted. A significant MANOVA was followed by univariate analyses, post hoc comparisons, and calculated effect sizes, which revealed that groups high in Task Orientation reported more motivationally adaptive responses than groups low in Task Orientation. Conclusions. The results suggest that a high level of Task Orientation singularly or in combination with ego Orientation fosters self-determined situational motivation in the context of PE.
Triantafyllos Christodoulidis - One of the best experts on this subject based on the ideXlab platform.
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causal relationships of sport and exercise involvement with goal Orientations perceived competence and intrinsic motivation in physical education a longitudinal study
Journal of Sports Sciences, 2006Co-Authors: Athanasios Papaioannou, Triantafyllos Christodoulidis, Evaggelos Bebetsos, Yannis Theodorakis, Olga KouliAbstract:Abstract Little information exists about the causal relationships of sport and exercise participation with goal Orientations, perceived athletic competence and intrinsic motivation in physical education. A longitudinal study was conducted involving 882 Greek students who completed questionnaires on three occasions: 3 – 5 weeks into the academic year, 3 – 6 weeks before the end of the academic year, and 7 months later. The data were analysed using structural equation models, controlling for age. Task Orientation and intrinsic motivation in physical education at the beginning of the academic year predicted sport and exercise participation 7 and 14 months later. Perceived athletic competence both at the beginning and end of the academic year predicted sport and exercise participation 7 and 14 months later, while ego Orientation did not predict sport and exercise involvement at either time. Previous sport and exercise participation had positive effects on Task Orientation and perceived athletic competence 3 –...
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a one year intervention in 7th grade physical education classes aiming to change motivational climate and attitudes towards exercise
Psychology of Sport and Exercise, 2003Co-Authors: Nikolaos Digelidis, Athanasios Papaioannou, Konstantinos Laparidis, Triantafyllos ChristodoulidisAbstract:Objectives: To assess the effects of a year-long intervention in Greek junior high school physical education on motivational climate, goal Orientations and attitudes towards exercise and healthy diet. Design: One-year pre-post experimental trial. Method: Eighty-eight daily lessons aiming to facilitate Task-involvement were developed with 262 students in an intervention group and 521 acting as controls. All were at the first year of junior high school (7th grade). The intervention was assessed through questionnaires at the beginning and end of the school year and 10 months after the end of the intervention. Participants completed the measures of motivational climate, goal Orientations and attitudes. Results: Confirmatory factor analyses, and reliability and correlation analyses, supported the psychometric properties of the questionnaires. Covariance analysis results revealed that, after adjusting for initial differences on the assessed constructs, students who took part in the intervention, compared with the control group: (1) had more positive attitudes towards exercise and healthy eating, (2) had lower ego and higher Task Orientation scores, and (3) perceived that their teacher gave more emphasis on Task-involvement and less emphasis on ego-involvement. Conclusions: Physical educators can create a positive motivational climate facilitating students’ Task Orientation and attitudes towards exercise. 2002 Elsevier Science Ltd. All rights reserved.
Nikos Ntoumanis - One of the best experts on this subject based on the ideXlab platform.
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predicting motivational regulations in physical education the interplay between dispositional goal Orientations motivational climate and perceived competence
Journal of Sports Sciences, 2003Co-Authors: Martyn Standage, Joan L Duda, Nikos NtoumanisAbstract:In this study, we examined the main and interactive effects of students' goal Orientations, perceived competence and perceptions of the motivational climate on the motivational styles advanced by self-determination theory. The participants were 328 British secondary school students aged 13.6 +/- 0.6 years (mean +/- s). Moderated hierarchical regression analyses revealed Task Orientation, perceived competence and perceptions of a mastery climate to be positive predictors of self-determined styles of motivation. Perceived competence in physical education was negatively associated with amotivation. Significant interaction effects for mastery climate x Task Orientation and for ego Orientation x perceived competence emerged. The results indicate that: (1) for students endorsing a high Task Orientation, the perception that the class climate was high in mastery cues was associated with increased intrinsic motivation; and (2) for students high in ego Orientation, the belief that one was competent increased, while perceptions of incompetence attenuated intrinsic motivation. Additionally, a three-way interaction between ego Orientation, performance climate and perceived competence emerged. In light of achievement goal and self-determination frameworks, we propose that studying the potential interplay between both individual and situational goal perspectives and the moderating effect of perceived competence may further enhance our understanding of motivation in physical education.
Pekka Niemi - One of the best experts on this subject based on the ideXlab platform.
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early oral language comprehension Task Orientation and foundational reading skills as predictors of grade 3 reading comprehension
Reading Research Quarterly, 2016Co-Authors: Janne Lepola, Julie S Lynch, Noona Kiuru, Eero Laakkonen, Pekka NiemiAbstract:The present five-year longitudinal study from preschool to grade 3 examined the developmental associations among oral language comprehension, Task Orientation, reading precursors, and reading fluency, as well as their role in predicting grade 3 reading comprehension. Ninety Finnish-speaking students participated in the study. The students’ oral language comprehension (vocabulary knowledge, listening comprehension, and inference making) and Task Orientation were assessed in preschool, kindergarten, and grade 3. Reading precursors (letter knowledge and phonological awareness) were assessed at the first two timepoints and reading fluency at the third timepoint. Structural equation modeling showed that oral language comprehension, reading fluency, and Task Orientation each contributed uniquely to concurrent reading comprehension, and together they accounted for 76% of variance in reading comprehension. A reciprocal relationship was found between oral language comprehension and Task Orientation from preschool through kindergarten to grade 3, a finding that extends our knowledge of the longitudinal determinants of reading comprehension. Chinese 本研究是一个为期五年纵向研究,旨在考查从学前班到小学三年级学生的口头语言理解、任务取向、阅读前驱知识和阅读流畅度之间的发展关联性,以及它们在预测三年级阅读理解的作用。90名说芬兰语的学生参与本研究。学生在学前班﹑幼儿园和小学三年级时均接受口头语言理解(词汇知识﹑聆听理解﹑推理)评估和任务取向评估。阅读前驱知识(字母知识和语音意识)在首两个时间点评估,阅读流畅度则在第三个时间点评估。结构方程模型分析结果显示,口头语言理解、阅读流畅度和任务取向,这三个变数各自对同时发生的阅读理解均有独特的贡献,而这三个变数一起能解释阅读理解能力方差的76%。从学前班到小学三年级这三个时间点都有发现口头语言理解和任务取向两者的互惠关系,这发现扩展了我们对阅读理解纵向决定因素的知识。 Spanish Este estudio longitudinal de cinco anos desde la pre escuela hasta el tercer grado examino las asociaciones de desarrollo entre la comprension del lenguaje oral, la orientacion a la funcion, los precursores de lectura, y la fluidez lectora al igual que su papel en predecir la comprension lectora en el tercer grado. Noventa estudiantes finlandeses participaron en el estudio. La comprension de los estudiantes del lenguaje oral (conocimiento de vocabulario, la comprension auditiva, y poder hacer inferencias) y la orientacion a la funcion fueron asesoradas en la pre escuela, en el jardin de ninos y en el tercer grado. Precursores de lectura (el conocimiento de las letras y la conciencia fonologica) fueron asesorados en los primeros dos tiempos seleccionados y la fluidez lectora en el tercer tiempo. El modelado de ecuacion estructural mostro que la comprension del lenguaje oral, la fluidez lectora, y la orientacion a la funcion contribuyeron, cada cual, de forma unica, a la comprension lectora concurrente, y juntas explican un 76% de las discrepancias en la comprension lectora. Se encontro una relacion reciproca entre la comprension del lenguaje oral y la orientacion a la funcion desde la pre escuela hasta el tercer grado, un hallazgo que amplifica nuestro conocimiento de los determinantes longitudinales de la comprension lectora. Arabic الدراسة الحالية والتي إستمرت لمدة خمس سنوات بحثت بدءا من رياض الأطفال وحتى الصف 3 العلاقة التنموية بين فهم اللغة الشفوي، والتوجه المهامي، وما يسبق القراءة، وطلاقة القراءة ، بالإضافة عن دورها في تنبؤ القراءة والفهم للصف 3. شارك تسعون طالبا المتحدثون بالغة الفنلندية في هذه الدراسة. تم تقييم فهم الطلاب لللغة الشفوية (معرفة المفردات، والاستماع والفهم، وربط الادلة) والتوجه المهامي في مرحلة ما قبل المدرسة، وروضة أطفال، والصف 3. تم تقييم ما يسبق القراءة (معرفة الحروف والوعي الصوتي) في المرحلتين الأولين وطلاقة القراءة في المرحلة الثالثة. أظهرة نمذجة المعادلة الهيكلية ان فهم اللغة الشفوي، وطلاقة القراءة، والتوجه المهامي ساهمت كل بشكل فريد لفهم متزامن للقراءة، وجنبا إلى جنب، فقد استحوذت على 76٪ من التباين في القراءة والفهم. تم العثور على علاقة متبادلة بين فهم اللغة الشفوية والتوجه المهامي من مرحلة ما قبل المدرسة وخلال رياض الأطفال وإلى الصف 3، وهذه النتائج تزيد معرفتنا للمسببات الطولية الأمد للاستيعاب القرائي. Russian Данное исследование, в котором участвовали 90 детей, говорящих на финском языке, длилось пять лет: с раннего дошкольного возраста до третьего класса. Рассматривались связи между восприятием устной речи, умением выполнять задачи, ранними предвестниками чтения, беглостью чтения, а также определялась роль всех этих факторов для понимания прочитанного в третьем классе. Было выполнено несколько срезов: до детского сада, в детском саду и в третьем классе. Восприятие устной речи (словарный запас, понимание на слух, умение делать выводы) и умение выполнять задачи оценивалось на всех трех этапах. Предвестники чтения (знание букв и фонологическое понимание) оценивались на первых двух этапах, а беглость чтения – на третьем. Моделирование структурными уравнениями показало, что такие факторы как восприятие устной речи, беглость чтения и выполнение задач вносят каждый свою уникальную лепту в одновременное понимание прочитанного, которое зависит от них в совокупности на 76%. На всех срезах обнаружена взаимозависимость между восприятием устной речи и умением выполнять задачи. Это расширяет наши представления о лонгитюдных факторах, определяющих понимание прочитанного. French Cette recherche longitudinale sur cinq ans, de l’ecole maternelle a la 3e annee de primaire, a examine les associations dans le developpement entre la comprehension de la langue parlee, l'Orientation vers la tâche, les prealables de la lecture, et la lecture courante, ainsi que leur role en tant que predicteurs de la comprehension de la lecture en 3e annee. Quatre-vingt-dix eleves finnois ont participe a cette recherche. Nous avons evalue a la maternelle et en 3e annee la comprehension qu'ont les eleves de la langue parlee (connaissance du vocabulaire, comprehension en reception, et realisation d'inferences) et l'Orientation vers la tâche. Les prealables de la lecture (connaissance des lettres et conscience phonologique) ont ete evalues lors des deux premieres rencontres dans le temps et la lecture courante lors de la troisieme. Le modele d’equation structurale a montre que la comprehension de la langue parlee, la lecture courante, et l'Orientation vers la tâche contribuent separement a la comprehension de la lecture, et qu'ils rendent compte conjointement de 76% de la variance en comprehension de la lecture. Nous avons trouve une relation reciproque entre la comprehension de la langue parlee et l'Orientation vers la tâche qui va de la maternelle a la 3e annee, ce qui elargit notre connaissance des determinants longitudinaux de la comprehension de la lecture.
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development of and relationship between phonological and motivational processes and naming speed in predicting word recognition in grade 1
Scientific Studies of Reading, 2005Co-Authors: Janne Lepola, Eero Laakkonen, Elisa Poskiparta, Pekka NiemiAbstract:In this 2-year longitudinal study the developmental relationships among letter knowledge, phonological awareness, rapid naming, and Task Orientation were examined, and linguistic-motivational pathways of word reading acquisition were traced from kindergarten to Grade 1 by means of structural equation modeling. The participants were 100 Finnish-speaking nonreaders. Results showed that kindergarten (5–6 years) letter knowledge predicted subsequent preschool (6–7 years) phonological awareness and Task Orientation. RAN was a unique longitudinal and concurrent predictor of word recognition, suggesting that rapid naming provides a reliable prediction of prospective word reading ability at least in a transparent language. Controlling for phonological awareness and rapid naming, Task Orientation contributed uniquely to the prediction of word reading competence, suggesting that motivational and linguistic factors are both at work as children face the gradually growing demands of learning to read and write in Grade 1.
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the development of first graders reading skill as a function of pre school motivational Orientation and phonemic awareness
European Journal of Psychology of Education, 1998Co-Authors: Pekka Salonen, Janne Lepola, Pekka NiemiAbstract:This study examined the development of reading skill during the first school year. The predictors were pre-school motivational Orientations, coping tendencies, knowledge of the alphabet and phonemic awareness. From 151 pre-school children (6 years of age) rated by pre-school teachers on motivational Orientations, 32 non-readers were allocated according to their dominating motivational disposition to one of the following extreme groups: Task Orientation, social dependence, ego-defensive, and multiple non-Task-oriented. Each group included 8 children. The subjects' phonemic awareness and knowledge of the alphabet were assessed. Coping strategies were observed in pre-school during a play-like construction Task comprising three induced pressure episodes. At the end of the first grade the children were assessed on word reading skill and again on motivational Orientation. Both group comparisons and idiographic analyses were made. Results indicated that pre-school phonemic awareness was associated with first grade word reading skill. Rated Task Orientation in pre-school enhanced significantly the prediction of fluent word reading. Task-oriented children showed significantly better word reading skill than ego-defensive or multiple non-Task-oriented children. Ego-defensive and multiple non-Task-oriented subjects showed significantly less Task oriented, and more ego-defensive, coping behaviour under pressure than Task-oriented subjects. This finding suggests greater vulnerability of ego-defensive and multiple non-Task-oriented children which may contribute to diverging reading careers. Idiographic analyses indicated parallel developmental changes in reading skill, motivational Orientations and coping patterns confirming the role of motivation in the formation of an individual's reading career.
