The effects of motivational climate interventions on psychobiosocial states in high school physical education

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Deutscher übersetzter Titel:Der Einfluss von Interventionen zum motivationalen Klima im Sportunterricht an höheren Schulen auf den psychobiosozialen Status
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
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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