The effects of motivational climate interventions on psychobiosocial states in high school physical education
Deutscher übersetzter Titel: | Der Einfluss von Interventionen zum motivationalen Klima im Sportunterricht an höheren Schulen auf den psychobiosozialen Status |
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Autor: | Bortoli, Laura; Bertollo, Maurizio; Vitali, Francesca; Filho, Edson; Robazza, Claudio |
Erschienen in: | Research quarterly for exercise and sport |
Veröffentlicht: | 86 (2015), 2, S. 196-204, Lit. |
Format: | Literatur (SPOLIT) |
Publikationstyp: | Zeitschriftenartikel |
Medienart: | Elektronische Ressource (online) Gedruckte Ressource |
Sprache: | Englisch |
ISSN: | 0270-1367, 2168-3824 |
DOI: | 10.1080/02701367.2014.999189 |
Schlagworte: | |
Online Zugang: | |
Erfassungsnummer: | PU201511008128 |
Quelle: | BISp |
Abstract des Autors
Purpose: The purpose of this study was to examine the effects of task- and ego-involving climate manipulations on students' climate perception and psychobiosocial (PBS) states in a physical education setting. Method: Two subsamples of female students (N = 108, 14–15 years of age) participated in 12 lessons on either a task- or an ego-involving climate intervention as grounded in the TARGET (tasks, authority, recognition, grouping, evaluation, and time) model. Results: At the end of the treatment, the participants of the ego-involved group reported lower scores in the perceived task-involving climate and higher scores in the perceived ego-involving climate compared with their peers in the task-involved group. Lower scores in pleasant/functional PBS states and higher scores in unpleasant/dysfunctional PBS states were also observed in the ego-involved group as a consequence of the intervention. Conclusion: Findings suggested that teachers' induced achievement motivational climates can influence students' perceptions and prompt PBS states consistent with the motivational atmosphere. Verf.-Referat