Journal articles: 'Mastery climate'

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Parish, Loraine E., Mary E. Rudisill, and Paul M. St Onge. "Mastery Motivational Climate." Research Quarterly for Exercise and Sport 78, no. 3 (June 2007): 171–78. http://dx.doi.org/10.1080/02701367.2007.10599414.

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Wang, John C. K., Woon Chia Liu, Nikos L. D. Chatzisarantis, and Coral B. S. Lim. "Influence of Perceived Motivational Climate on Achievement Goals in Physical Education: A Structural Equation Mixture Modeling Analysis." Journal of Sport and Exercise Psychology 32, no. 3 (June 2010): 324–38. http://dx.doi.org/10.1123/jsep.32.3.324.

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The purpose of the current study was to examine the influence of perceived motivational climate on achievement goals in physical education using a structural equation mixture modeling (SEMM) analysis. Within one analysis, we identified groups of students with homogenous profiles in perceptions of motivational climate and examined the relationships between motivational climate, 2 × 2 achievement goals, and affect, concurrently. The findings of the current study showed that there were at least two distinct groups of students with differing perceptions of motivational climate: one group of students had much higher perceptions in both climates compared with the other group. Regardless of their grouping, the relationships between motivational climate, achievement goals, and enjoyment seemed to be invariant. Mastery climate predicted the adoption of mastery-approach and mastery-avoidance goals; performance climate was related to performance-approach and performance-avoidance goals. Mastery-approach goal had a strong positive effect while performance-avoidance had a small negative effect on enjoyment. Overall, it was concluded that only perception of a mastery motivational climate in physical education may foster intrinsic interest in physical education through adoption of mastery-approach goals.

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Smoll, Frank L., Ronald E. Smith, and Sean P. Cumming. "Effects of a Motivational Climate Intervention for Coaches on Changes in Young Athletes’ Achievement Goal Orientations." Journal of Clinical Sport Psychology 1, no. 1 (March 2007): 23–46. http://dx.doi.org/10.1123/jcsp.1.1.23.

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Mastery-oriented motivational climates and achievement goal orientations have been associated with a range of salutary and clinically relevant outcomes in both educational and sport research. In view of this, an intervention was developed for youth sport coaches designed to promote a mastery motivational climate, and a field experiment was conducted to assess its effects on changes in athletes’ achievement goal orientations over the course of a sport season. The experimental group was comprised of 155 boys and girls, who played for 20 basketball coaches; 70 youngsters played for 17 control group coaches. The coach intervention resulted in higher Mastery-climate scores and lower Ego-climate scores compared with the control condition, and athletes who played for the trained coaches exhibited significant increases in Mastery goal orientation scores and significant decreases in Ego-orientation scores across the season, whereas control group participants did not. Practical and theoretical implications of the findings are discussed.

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Skjesol, Knut, and Hallgeir Halvari. "Motivational Climate, Achievement Goals, Perceived Sport Competence, and Involvement in Physical Activity: Structural and Mediator Models." Perceptual and Motor Skills 100, no. 2 (April 2005): 497–523. http://dx.doi.org/10.2466/pms.100.2.497-523.

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Students ( N = 231) were tested on involvement in physical activity, motivational climate, perceived sport competence, and goal orientations. Multiple regression, partial correlation, and LISREL analyses indicated that mastery goal adoption is positively correlated with a mastery climate. Performance-approach goal adoption is positively correlated with a performance climate. Mastery climate, mastery goal, and perceived sport competence are all positively correlated with involvement in physical activity. LISREL analyses supported three mediational hypotheses: (I) the positive correlation between the performance-approach goal and involvement in physical activity is mediated by (high) perceived sport competence, (II) the negative correlation between the performance-avoidance goal and involvement in physical activity is mediated by (low) perceived sport competence, (III) the positive correlation between mastery climate and involvement in physical activity is mediated by (high) mastery goal orientation. An alternative structural model with perceived competence as the last latent construct in the path was also tested.

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O'Rourke, Daniel J., Ronald E. Smith, Frank L. Smoll, and Sean P. Cumming. "Parent-Initiated Motivational Climate, Self-Esteem, and Autonomous Motivation in Young Athletes: Testing Propositions from Achievement Goal and Self-Determination Theories." Child Development Research 2012 (September 13, 2012): 1–9. http://dx.doi.org/10.1155/2012/393914.

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Interactions with parents are known to have a significant impact on children's self-esteem. In this study, designed to test propositions derived from Achievement Goal Theory and Self-Determination Theory, we assessed the influence of perceived parent-initiated mastery and ego motivational climates on self-esteem and self-esteem change in competitive youth swimmers over the course of a 32-week sport season. At each of three measurement points (early, mid, and late season), mastery climate scores on the Parent-Initiated Motivational Climate Questionnaire-2 scale were positively related to global self-esteem scores and to a measure of relative motivational autonomy that reflects the intrinsic-extrinsic motivation continuum, whereas ego climate scores were negatively related to self-esteem and autonomy. Longitudinal analyses revealed that early-season mastery climate predicted positive changes in self-esteem over the course of the season, whereas ego climate predicted decreased self-esteem. Consistent with predictions derived from Self-Determination Theory, a meditational analysis revealed that these self-esteem changes were mediated by changes in autonomous motivation.

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Cunningham, George B., and Ping Xiang. "Testing the Mediating Role of Perceived Motivational Climate in the Relationship between Achievement Goals and Satisfaction: Are These Relationships Invariant across Sex?" Journal of Teaching in Physical Education 27, no. 2 (April 2008): 192–204. http://dx.doi.org/10.1123/jtpe.27.2.192.

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Guided by achievement goal theory, the current study examined whether perceived motivational climate mediated the relationship between achievement goals and satisfaction with physical activity among college students, as well as whether this mediation differed by sex. Participants (N = 304) completed questionnaires assessing their achievement goals, perceived motivational climate, and satisfaction with physical activity. Perceptions of a mastery-focused climate were found to be a mediator of the relationship between mastery goals and satisfaction. The mediating role of perceived motivational climate did not differ based on the sex of the student. Collectively, results of this study support the view that mastery goals and perceived mastery climate are motivationally beneficial to students in the physical activity domain.

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Curran, Thomas, Andrew P. Hill, Howard K. Hall, and Gareth E. Jowett. "Relationships Between the Coach-Created Motivational Climate and Athlete Engagement in Youth Sport." Journal of Sport and Exercise Psychology 37, no. 2 (April 2015): 193–98. http://dx.doi.org/10.1123/jsep.2014-0203.

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Youth sport is a source of well-being for adolescents, yet experiences vary and attrition can be high. We sought to better understand the coach behaviors that foster positive experiences in youth sport by examining relationships between the motivational climate and athlete engagement (viz., confidence, dedication, enthusiasm, and vigor). We reasoned that a mastery climate (emphasis on effort and learning) would correspond with higher engagement, whereas a performance climate (emphasis on ability and outcome) was expected to correspond with lower engagement. Two-hundred sixty adolescent soccer players completed measures of engagement and perceived coach motivational climate. All dimensions of engagement were positively predicted by a mastery climate. Furthermore, cognitive aspects of engagement were positively predicted by a performance climate. Canonical correlation analysis indicated that a composite of engagement was positively associated with a mastery climate. Results suggest that a mastery climate offers a means of promoting higher levels of overall engagement.

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Nerstad, Christina G. L., Sut I. Wong, and Astrid M. Richardsen. "Can Engagement Go Awry and Lead to Burnout? The Moderating Role of the Perceived Motivational Climate." International Journal of Environmental Research and Public Health 16, no. 11 (June 4, 2019): 1979. http://dx.doi.org/10.3390/ijerph16111979.

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In this study, we propose that when employees become too engaged, they may become burnt out due to resource depletion. We further suggest that this negative outcome is contingent upon the perceived motivational psychological climate (mastery and performance climates) at work. A two-wave field study of 1081 employees revealed an inverted U-shaped relationship between work engagement and burnout. This finding suggests that employees with too much work engagement may be exposed to a higher risk of burnout. Further, a performance climate, with its emphasis on social comparison, may enhance—and a mastery climate, which focuses on growth, cooperation and effort, may mitigate the likelihood that employees become cynical towards work—an important dimension of burnout.

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Granero-Gallegos, Antonio, and María Carrasco-Poyatos. "Spanish Adaptation of Motivational Climate in Education Scale with University Students." Education Sciences 10, no. 6 (June 9, 2020): 157. http://dx.doi.org/10.3390/educsci10060157.

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The aim of this study was to provide evidence of the validity and reliability of the dimensionality of the Spanish adaptation of two correlated subscales to assess motivational climate in the university education context: Mastery motivational climate and performance motivational climate. Two different studies with cross-sectional design and different samples of university students were used to accomplish this research (Study 1: 181 students, mean age = 20.83, SD = 1.76; Study 2: 354 students, mean age = 21.84; SD = 1.98). In Study 1, Exploratory Structural Equation Modeling, Confirmatory Factor Analysis (CFA), and reliability analysis of the scale were conducted. In Study 2, CFA, reliability analysis, discriminant validity, temporal stability, factorial invariance across gender, and nomological validity were managed through a regression model measuring the relationships between democratic and autocratic behavior, mastery climate, and performance climate. The final version of the Motivational Climate in Education Scale showed acceptable goodness of fit and values of discriminant validity, reliability, temporal stability, and invariance across gender. According to its nomological validity, democratic behavior was shown to be a statistically significant predictor of mastery climate, and the teacher’s autocratic behavior was shown to be a statistically significant predictor of performance climate. This scale is a valid and reliable instrument to assess mastery climate and performance climate in the Spanish university educational context.

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Høigaard, Rune, and Yngvar Ommundsen. "Perceived Social Loafing and Anticipated Effort Reduction among Young Football (Soccer) Players: An Achievement Goal Perspective." Psychological Reports 100, no. 3 (June 2007): 857–75. http://dx.doi.org/10.2466/pr0.100.3.857-875.

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This study investigated the relationship between motivational climates, personal achievement goals, and three different aspects of social loafing in football (soccer). 170 male competitive football players completed questionnaires assessing perceived motivational climate, achievement goal, and measures of perceived social loafing (anticipation of lower effort amongst their teammates and themselves). The results indicated a marginal but significant positive relationship between an ego-oriented achievement goal and perceived social loafing. In addition, a mastery climate was negatively associated with perceived social loafing and anticipation of lower effort of team members, particularly for athletes who also strongly endorsed a task-oriented achievement goal. A performance climate, in contrast, related positively with these two aspects of social loafing. A mastery climate also related negatively to the third aspect of social loafing, i.e., players' readiness to reduce their own effort in response to their perception of social loafing among their teammates.

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Tan, Leonard, and Hui Xing Sin. "Achievement Goals in Music Contexts: A Review of Literature." Update: Applications of Research in Music Education 38, no. 2 (September 26, 2019): 10–19. http://dx.doi.org/10.1177/8755123319878482.

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The purpose of this article was to review and synthesize the research literature on achievement goals in music contexts. It is structured in four parts: (a) adaptive dispositions and outcomes, (b) motivational climate, (c) music and other domains, and (d) implications for music education. Researchers have found that learners who endorse mastery goals, in particular, mastery-approach ones, also tend to possess a range of adaptive dispositions. Music educators may therefore consider creating motivational climates that foster mastery goals. Achievement goals have also been found to be largely domain specific. Based on the review, implications for music education are offered.

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Nerstad, Christina G. L., Rosalind Searle, Matej Černe, Anders Dysvik, Miha Škerlavaj, and Ronny Scherer. "Perceived mastery climate, felt trust, and knowledge sharing." Journal of Organizational Behavior 39, no. 4 (December 1, 2017): 429–47. http://dx.doi.org/10.1002/job.2241.

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Valentini, Nadia C., and Mary E. Rudisill. "Motivational Climate, Motor-Skill Development, and Perceived Competence: Two Studies of Developmentally Delayed Kindergarten Children." Journal of Teaching in Physical Education 23, no. 3 (July 2004): 216–34. http://dx.doi.org/10.1123/jtpe.23.3.216.

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Two studies were conducted to examine the effects of motivational climate on motor-skill development and perceived physical competence in kindergarten children with developmental delays. In Experiment 1, two intervention groups were exposed to environments with either high (mastery climate) or low autonomy for 12 weeks. Results showed that the mastery-climate group demonstrated significantly better locomotor performance and higher perceived physical competence postintervention than did the low-autonomy group, although both groups improved in locomotor and object-control skill performance. The second investigation extended the findings of the first by determining that the intervention effects were present 6 months later. In summary, the mastery-climate group showed positive changes in skill development and perceived physical competence, and this positive pattern of change was maintained over time.

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Cox, Anne, and Lavon Williams. "The Roles of Perceived Teacher Support, Motivational Climate, and Psychological Need Satisfaction in Students’ Physical Education Motivation." Journal of Sport and Exercise Psychology 30, no. 2 (April 2008): 222–39. http://dx.doi.org/10.1123/jsep.30.2.222.

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Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education.

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Goudas, Marios. "Motivational Climate and Intrinsic Motivation of Young Basketball Players." Perceptual and Motor Skills 86, no. 1 (February 1998): 323–27. http://dx.doi.org/10.2466/pms.1998.86.1.323.

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The present study examined the relationship between motivational climate with intrinsic motivation for athletes with high and low perceived competence. It was predicted that for highly competent athletes a motivational climate of high mastery and high performance would be associated with enhanced intrinsic motivation whereas for athletes of low competence perceptions of a motivational climate of high mastery would be associated with higher intrinsic motivation. Analysis for 100 male basketball players showed that there was no significant interaction between perceived competence and perceptions of motivational climate. Scores for perceptions of a task-involving climate were significantly correlated with intrinsic motivation.

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Buch, R., C. G. L. Nerstad, and R. Säfvenbom. "The interactive roles of mastery climate and performance climate in predicting intrinsic motivation." Scandinavian Journal of Medicine & Science in Sports 27, no. 2 (December 10, 2015): 245–53. http://dx.doi.org/10.1111/sms.12634.

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Huo, Wei Wei, Huang Yi, Chenghao Men, Jinlian Luo, Xianmiao Li, and Kwok Leung Tam. "Territoriality, motivational climate, and idea implementation: We reap what we sow." Social Behavior and Personality: an international journal 45, no. 11 (December 2, 2017): 1919–32. http://dx.doi.org/10.2224/sbp.6849.

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Drawing on the integrated perspectives of territoriality and motivational climate, we explored the relationship between employees' territoriality and idea implementation. We tested our model with 46 research and development teams in China, comprising 359 employees and their supervisors, who completed measures of territoriality, social alienation, motivational climate (specifically, performance climate and mastery climate), and idea implementation. The results showed that social alienation mediated the relationship between territoriality and idea implementation, and that mastery climate and performance climate moderated the positive relationship between territoriality and social alienation. Our findings not only provide insight into the relationship between territoriality and idea implementation, but also clarify the effect of motivational climate on this relationship. Implications for practice and future research are discussed.

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Nassar, Aya. "Geopoetics: Storytelling against mastery." Dialogues in Human Geography 11, no. 1 (January 8, 2021): 27–30. http://dx.doi.org/10.1177/2043820620986397.

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In this engagement with Eric Magrane’s article, ‘Climate Geopoetics (The Earth is a Composted Poem)’, I follow two provocations: first, geopoetics as travelling through disciplinary turfs, and second, geopoetics as storytelling. Coming from a disciplinary trajectory that spent a long stop at international relations (IR), these provocations attach me to geopoetics as practice and a growing field. My engagement here is oriented to geopoetics not only at the threshold of geography and the arts and humanities, but also the intersections of geography and politics. I primarily propose that viewing geopoetics as an open space for experimenting allows for disrupting masterful understandings of the academic self and counters a univocal, universal narrative of the world.

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Kopperud, Karoline. ""Perceived Mastery Climate, Work-Family Balance, and Turnover Intention"." Academy of Management Proceedings 2016, no. 1 (January 2016): 15872. http://dx.doi.org/10.5465/ambpp.2016.15872abstract.

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op de Beke, Laura. "Premediating climate change in videogames: Repetition, mastery, and failure." Nordic Journal of Media Studies 3, no. 1 (June 1, 2021): 184–99. http://dx.doi.org/10.2478/njms-2021-0010.

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Abstract This article starts with the observation that growth-oriented, techno-futurist narratives are predominant in climate change videogames. It then accounts for the lack of variety by arguing that these videogames are privileged expressions of premediation. Premediation cultivates a multiplicity of future scenarios, while at the same time delimiting them to suit presentist concerns, evoking a sense of inevitability and predictability strengthened by repetition. The iterative, branching temporality at work in this logic is deeply ingrained in videogames, as the trope of mastery through repetition and its analysis requires attentiveness to the affective dimensions of gameplay. If videogames are to engage with the climate crisis more productively, they must develop different temporalities in which the potentiality of the future is preserved. In this article, I analyse the games Fate of the World and The Stillness of the Wind to demonstrate how videogames premediate climate change and how they can explore other temporalities latent in the present.

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Jung, JiHee, and YoungSeok Park. "The effects of achievement goal orientations and safety climate on safe and unsafe behavior." Korean Journal of Industrial and Organizational Psychology 27, no. 2 (May 31, 2014): 367–88. http://dx.doi.org/10.24230/kjiop.v27i2.367-388.

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The purpose of this study is to test the effect of achievement goal orientations and safety climate on safe and unsafe behaviors. Safe behaviors were measured by observances and automatic safe behaviors, and unsafe behaviors by violations and mistakes. Three fifty employees from corporations were participated in this research. Both mastery approach goal and performance approach goal orientations have significant positive relations with the safe behaviors and negative relations with the unsafe behaviors, but both mastery avoidance goal and performance avoidance goal orientations have significant negative relations with the safe behaviors and positive relations with the unsafe behaviors. This results suggest to confirm the multiple goal perspective of the achievement goal orientation argued both mastery goal and performance goal orientations have relations with adaptive and maladaptive behaviors. Safety climates measured by five factors, management values, safety practice, safety training, safety communication, and supervisor leadership, were significant positive relations with safe behaviors and negative relations with unsafe behaviors. Specially safety climates have significantly stronger correlations with unintentional behaviors(automatic safe behavior and mistake) than intentional behaviors(observance and violation). The relative contributions of individual variables and organizational variables to safe and unsafe behaviors were discussed.

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Feng, Jiaojiao, and Changyu Wang. "Does abusive supervision always promote employees to hide knowledge? From both reactance and COR perspectives." Journal of Knowledge Management 23, no. 7 (September 9, 2019): 1455–74. http://dx.doi.org/10.1108/jkm-12-2018-0737.

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Purpose Knowledge hiding as an important topic in knowledge management field might be triggered by abusive supervision, but few studies discussed how to alleviate the effect of abusive supervision on knowledge hiding. Drawing on both reactance theory and conservation of resources (COR) theory, this study aims to build a moderated mediation framework to examine effects of abusive supervision on knowledge hiding via job insecurity and under moderation of motivational climate (including mastery climate and performance climate). Design/methodology/approach The paper uses a two-wave survey study among 155 knowledge workers from educational and manufacturing industries. Findings Results show that abusive supervision is not significantly related to knowledge hiding directly but indirectly via job insecurity. Abusive supervision’s interaction with mastery climate is negatively related to knowledge hiding, but its interaction with performance climate is positively related to knowledge hiding. The indirect relation of abusive supervision to knowledge hiding via job insecurity is significantly moderated by mastery climate but not by performance climate. Research limitations/implications Despite contributions, this study also has some limitations. Variables rated from the same source (i.e. employees) may have common method bias although the two-wave design does help alleviate this concern. Practical implications The paper highlights important reasons why people hide knowledge at work (because of abusive supervision and job insecurity) and identifies a boundary condition (mastery climate) which will reduce abusive supervision’s influence on knowledge hiding. Originality/value This paper contributes to knowledge hiding literature which is an important part of knowledge management from the perspective of abusive supervision based on both reactance theory and COR theory.

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Gómez-López, Manuel, Juan Andrés Merino-Barrero, David Manzano-Sánchez, and Alfonso Valero-Valenzuela. "A cluster analysis of high-performance handball players' perceived motivational climate: Implications on motivation, implicit beliefs of ability and intention to be physically active." International Journal of Sports Science & Coaching 14, no. 4 (August 2019): 541–51. http://dx.doi.org/10.1177/1747954119861855.

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The aims of this study were to uncover the different motivational climate profiles to compare differences on their implicit beliefs of sports ability, motivational orientation, and intention to be physically active, and finally to analyse the relationship of the gender with motivational climate profiles, in a large sample of high-performance handball players in Spain. A total of 444 (233 males, 211 females) high-performance handball players agreed to participate. They completed a questionnaire that included the Spanish validated versions of Perceived Motivational Climate in Sport Questionnaire, Conceptions of the Nature of Athletic Ability Questionnaire-2, Sport Motivation Scale and Intention to be Physically Active Questionnaire. A hierarchical cluster analysis uncovered two independent motivational climate profiles that were confirmed by a K-Means cluster analysis: “mastery climate” and “performance climate”. The results revealed that the mastery climate profile comprised players with less amotivation and higher scores in both incremental ability belief and greater intention to be physically active, and more women than men. By contrast, the performance climate profile comprised players with higher scores in extrinsic motivation and amotivation, both entity ability belief, lower intention to be physically active and primarily men. The importance of the coach in creating a mastery climate that fosters athletes' engagement was confirmed.

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Brinkman-Majewski, Rachel E., and Windee M. Weiss. "The Motivational Climate and Intrinsic Motivation in the Rehabilitation Setting." Journal of Sport Rehabilitation 27, no. 5 (September 1, 2018): 460–68. http://dx.doi.org/10.1123/jsr.2016-0228.

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Context: The motivational climate created by the athletic trainer in rehabilitation may be critical in influencing athletes’ intrinsic motivation and other psychosocial outcomes in the rehabilitation and the recovery processes. Objective: To examine intercollege athletes’ perceptions of the motivational climate in the rehabilitation setting. Specifically, examining if perceptions of the motivational climate can predict athletes’ levels of intrinsic motivation with rehabilitation as well as the relationship between perceptions of the motivational climate and athlete demographics (gender, starter status, athletic trainer gender, etc). Design: Cross-sectional, descriptive research. Setting: College sport team and athletic training center. Participants: National Collegiate Athletic Association Division II intercollege athletes from one institution (n = 187; 125 males and 62 females). Main Outcome Measures: Paper-based survey measuring mastery and performance perceptions of the motivational climate in rehabilitation, athletes’ goal orientation in sport, and athletes’ levels of motivation in rehabilitation. Results: Perceptions of a performance climate were positively related to intrinsic motivation effort–improvement (effect size = 25.34%). Perceptions of a mastery climate were positively related to interest–enjoyment and perceived competence and negatively related to tension–pressure (effect size = 39.03%). In general, female athletes, as well as athletes with a female athletic trainer, had significantly higher perceptions of mastery motivational climate effort–improvement than male athletes and athletes with male athletic trainers. While male athletes and athletes with male athletic trainers had higher perceptions of intrateam member rivalry in rehabilitation. Conclusions: The athlete’s gender and goal orientation, as well as the gender of the athletic trainer creating the motivational climate, can influence whether the environment is perceived as more mastery or performance. The recovering athletes’ perceptions of the climate in rehabilitation can, in turn, affect their intrinsic motivation toward the therapeutic interventions.

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Han, Mingdan, Zehou Sun, and Li Li. "Helping behavior and employee creativity: The combined roles of mastery and performance motivation climates." Social Behavior and Personality: an international journal 48, no. 12 (December 2, 2020): 1–11. http://dx.doi.org/10.2224/sbp.9461.

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Researchers have argued that giving help is negatively related to creativity, because helping costs time and resources. However, this argument overlooks the fact that interaction of the help giver with the help receiver may also be regarded as a learning process, which, in turn, promotes creativity. Drawing on achievement goal theory, we proposed that the interplay of the motivational climates of mastery and performance in an organization would moderate the curvilinear relationship between helping behavior and individual creativity. On the basis of survey data obtained from 239 employees and their supervisors nested within 49 teams, hierarchical linear modeling results show that when the mastery climate is dominant the relationship between help giving and employee creativity becomes positive and more linear, whereas when the performance climate is dominant the relationship becomes negative and more linear. The implications of these findings are discussed.

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Cury, F., D. Da Fonséca, M. Rufo, and P. Sarrazin. "Perceptions of Competence, Implicit Theory of Ability, Perception of Motivational Climate, and Achievement Goals: A Test of the Trichotomous Conceptualization of Endorsement of Achievement Motivation in the Physical Education Setting." Perceptual and Motor Skills 95, no. 1 (August 2002): 233–44. http://dx.doi.org/10.2466/pms.2002.95.1.233.

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To test and extend the conceptualization of the endorsement of achievement goals in the physical education setting Mastery, Performance-approach, and Performance-approach goals, Perception of the physical education competence, Implicit theory about sport ability, and Perception of the motivational climate were assessed among 682 boys attending five French schools. Analysis indicated that (1) Performance-approach goals were positively associated with perception of physical education Competence, Entity beliefs about sport ability, the Performance dimension of the motivational climate, and negatively associated with Incremental beliefs about sport ability. (2) Mastery goals were positively associated with perception of physical education Competence, Incremental beliefs about sport ability, the Mastery dimension of the motivational climate, and negatively associated with the Performance dimension of the motivational climate. Also, (3) Performance-avoidance goals were positively associated with Entity beliefs about sport ability and the Performance dimension of the motivational climate; these goals were negatively associated with Incremental beliefs about sport ability and perception of physical education Competence. These results clearly attested to the validity of the trichotomous model in the physical education setting.

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Papaioannou, Athanasios G., Nikolaos Tsigilis, Eudoxia Kosmidou, and Dimitrios Milosis. "Measuring Perceived Motivational Climate in Physical Education." Journal of Teaching in Physical Education 26, no. 3 (July 2007): 236–59. http://dx.doi.org/10.1123/jtpe.26.3.236.

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A new instrument of motivational climate in physical education is presented with the goal of measuring perceptions of teachers’ emphasis on mastery, performance–approach, performance–avoidance, and social approval goals. The measure was based on the principle of compatibility, according to which climate perceptions and achievement goals should be compatible between each other in terms of target, action domain, life context, and time. The measure was administered to 928 middle school students alongside scales of intrinsic motivation, amotivation, and satisfaction. The statistical analyses included structural equation modeling, investigation of factor correlations, correlation of this measure with intrinsic motivation, satisfaction, and amotivation in physical education and investigation of intraclass correlations. The findings provide evidence of construct validity for the new measure and suggest that mastery and social approval goals can facilitate intrinsic motivation of students.

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Treasure, Darren C. "Perceptions of the Motivational Climate and Elementary School Children’s Cognitive and Affective Response." Journal of Sport and Exercise Psychology 19, no. 3 (September 1997): 278–90. http://dx.doi.org/10.1123/jsep.19.3.278.

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A total of 119 female and 114 male children (N = 233) attending six elementary schools responded to a questionnaire on their perceptions of the motivational climate of their physical education class, beliefs about the causes of success, satisfaction, perceived ability, and attitude toward the class. Students who perceived a climate oriented toward high mastery/moderate performance reported a positive attitude toward the class, high perceived ability, the belief that effort and ability cause success, and feelings of satisfaction. In contrast, students who perceived a climate oriented toward high performance/low mastery focused on ability as a cause of success, reported a negative attitude toward the class, and feelings of boredom. The pattern and strength of the findings suggest that to increase the motivation of children, physical educators should look to promote mastery, and de-emphasize performance-oriented cues in the achievement setting.

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Theeboom, Marc, Paul De Knop, and Maureen R. Weiss. "Motivational Climate, Psychological Responses, and Motor Skill Development in Children’s Sport: A Field-Based Intervention Study." Journal of Sport and Exercise Psychology 17, no. 3 (September 1995): 294–311. http://dx.doi.org/10.1123/jsep.17.3.294.

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Recent research in educational psychology suggests that provision of a mastery motivational climate will maximize enjoyment, perceived competence, and intrinsic motivation in children (Ames, 1992a, 1992b, 1992c). Minimal research has been conducted to test this proposition in the physical domain. The purpose of this study was to examine the effectiveness of a performance versus mastery oriented teaching program on children’s enjoyment, perceived competence, intrinsic motivation, and motor skill development. Children (N = 119) 8 to 12 years of age were randomly assigned to one of the two programs for 3 weeks during an organized sports program. Results revealed that children in the mastery oriented group reported significantly higher levels of enjoyment and exhibited better motor skills than those in the performance oriented group. In-depth interviews further indicated that children in the mastery program were almost unanimous in reporting high levels of perceived competence and intrinsic motivation, while those from the traditional group showed less pronounced effects. These results provide empirical evidence that a mastery motivational climate can result in more positive experiences for young athletes as they learn new skills.

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Valentini, Nadia C., Mary E. Rudisill, and Jacqueline D. Goodway. "Incorporating a Mastery Climate into Physical Education: It's Developmentally Appropriate!" Journal of Physical Education, Recreation & Dance 70, no. 7 (September 1999): 28–32. http://dx.doi.org/10.1080/07303084.1999.10605683.

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Smith, Ronald E., Frank L. Smoll, and Sean P. Cumming. "Effects of a Motivational Climate Intervention for Coaches on Young Athletes’ Sport Performance Anxiety." Journal of Sport and Exercise Psychology 29, no. 1 (February 2007): 39–59. http://dx.doi.org/10.1123/jsep.29.1.39.

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The mastery approach to coaching is a cognitive-behavioral intervention designed to promote a mastery-involving motivational climate, shown in previous research to be related to lower anxiety in athletes. We tested the effects of this intervention on motivational climate and on changes in male and female athletes’ cognitive and somatic performance anxiety over the course of a basketball season. Hierarchical linear modeling analyses revealed that the athletes in the intervention condition perceived their coaches as being more mastery-involving on the Motivational Climate Scale for Youth Sports when compared to athletes in an untreated control condition. Relative to athletes who played for untrained coaches, those who played for the trained coaches exhibited decreases on all subscales of the Sport Anxiety Scale-2 and on total anxiety score from preseason to late season. Control group athletes reported increases in anxiety over the season. The intervention had equally positive effects on boys and girls teams.

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Kavussanu, Maria, and Glyn C. Roberts. "Motivation in Physical Activity Contexts: The Relationship of Perceived Motivational Climate to Intrinsic Motivation and Self-Efficacy." Journal of Sport and Exercise Psychology 20, no. 3 (September 1998): 264–80. http://dx.doi.org/10.1123/jsep.20.3.264.

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This study examined the relationship between perceived motivational climate and intrinsic motivation and self-efficacy and determined the role of goal orientation and perceived motivational climate in predicting intrinsic motivation and self-efficacy. College students (N= 285) enrolled in beginning tennis classes completed a battery of questionnaires assessing perceived motivational climate, goal orientation, intrinsic motivation, self-efficacy, and perceived ability. Perceptions of mastery climate were positively associated with enjoyment, effort, perceived competence, and self-efficacy and were inversely related to tension. In males, dispositional goal orientation and perceived motivational climate emerged as equally important predictors of intrinsic motivation, while mastery motivational climate was the only significant predictor of self-efficacy. In females, performance motivational climate was the strongest predictor of intrinsic motivation and self-efficacy. Perceived normative ability accounted for a substantial amount of unique variance in intrinsic motivation and self-efficacy in both males and females. The motivational implications of the findings are discussed, and directions for future research are provided.

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Kavussanu, Maria, and Glyn C. Roberts. "Motivation in Physical Activity Contexts: The Relationship of Perceived Motivational Climate to Intrinsic Motivation and Self-Efficacy." Journal of Sport and Exercise Psychology 18, no. 3 (September 1996): 264–80. http://dx.doi.org/10.1123/jsep.18.3.264.

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This study examined the relationship between perceived motivational climate and intrinsic motivation and self-efficacy and determined the role of goal orientation and perceived motivational climate in predicting intrinsic motivation and self-efficacy. College students (N = 285) enrolled in beginning tennis classes completed a battery of questionnaires assessing perceived motivational climate, goal orientation, intrinsic motivation, self-efficacy, and perceived ability. Perceptions of mastery climate were positively associated with enjoyment, effort, perceived competence, and self-efficacy and were inversely related to tension. In males, dispositional goal orientation and perceived motivational climate emerged as equally important predictors of intrinsic motivation, while mastery motivational climate was the only significant predictor of self-efficacy. In females, performance motivational climate was the strongest predictor of intrinsic motivation and self-efficacy. Perceived normative ability accounted for a substantial amount of unique variance in intrinsic motivation and self-efficacy in both males and females. The motivational implications of the findings are discussed, and directions for future research are provided.

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Johnson, Christine E., Heather E. Erwin, Lindsay Kipp, and Aaron Beighle. "Student Perceived Motivational Climate, Enjoyment, and Physical Activity in Middle School Physical Education." Journal of Teaching in Physical Education 36, no. 4 (October 2017): 398–408. http://dx.doi.org/10.1123/jtpe.2016-0172.

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We used achievement goal theory to examine students’ physical activity (PA) motivation and physical education (PE) enjoyment. Purposes included: 1) determine whether schools with different pedagogical approaches varied in student perceptions of mastery and performance climate dimensions, enjoyment, and PA; 2) examine gender and grade differences in enjoyment and PA; and 3) determine if dimensions of motivational climate predicted enjoyment and PA levels in PE, controlling for gender and grade. Youth (n = 290, 150 girls) from three southeast United States middle schools wore a pedometer and completed a motivational climate and enjoyment questionnaire. Boys were more active and enjoyed PE more than girls, and 7th/8th grade students were more active than 6th grade students. Enjoyment was positively predicted by teacher’s emphasis on two mastery climate dimensions, controlling for gender. PE activity time was predicted by two performance climate dimensions, controlling for gender and grade. Implications for practice are discussed.

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Gråstén, Arto, Hannele Forsman, and Anthony Watt. "The associations and development of motivational climate, achievement goals, and physical functional skills in young floorball players." International Journal of Sports Science & Coaching 13, no. 6 (July 10, 2018): 958–67. http://dx.doi.org/10.1177/1747954118787656.

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The present study examined the associations and development of motivational climate, achievement goals, and physical functional skills in young floorball players, as simultaneous antecedents and outcomes of achievement goals and the game of floorball warrant further studies. A total of 283 male players with a mean age of 11.49 (±.27) years in the beginning of the data collection were followed across two measurement phases, separated by a 12-month interval. Players completed physical functional skill tests and self-report questionnaires. The findings showed that the perceptions of task-involving coaching practices that encourage learning and effort over competition were moderately related with mastery-approach, whereas perceptions of ego-involving climate were moderately linked with performance-approach and performance-avoidance. Higher mastery-avoidance was also linked with weaker aerobic endurance. Finally, performance-approach, mastery-approach, performance-avoidance, running speed, aerobic endurance, and lower limb strength improved over time. To reduce negative perceptions of mastery-avoidance and develop young floorball players’ physical functional skills, it could be important that coaches promote appealing aerobic endurance activities. For instance, by providing opportunities to design or lead an activity or through formulating options representing a wide range of endurance training activities, especially among players with higher perceptions of mastery-avoidance.

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Selfriz, Jeffrey J., Joan L. Duda, and Likang Chi. "The Relationship of Perceived Motivational Climate to Intrinsic Motivation and Beliefs about Success in Basketball." Journal of Sport and Exercise Psychology 14, no. 4 (December 1992): 375–91. http://dx.doi.org/10.1123/jsep.14.4.375.

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Drawing from contemporary goal perspective theories of achievement motivation, this investigation had as its primary purpose to determine the relationship of perceived motivational climate to intrinsic motivation and attributional beliefs in a sport setting. This study also examined the degree to which the dependent variables of interest are a function of situational goal structure, dispositional goal orientations, or both. Subjects, 105 male basketball players from nine varsity high school teams, were requested to complete the four instruments. Results indicated that the Perceived Motivational Climate in Sport Questionnaire was comprised of two valid and reliable subscales, the Mastery and Performance Climate scales. Perceptions of a mastery-oriented climate positively related to reported enjoyment and the belief that effort leads to achievement. Perceptions of a performance-oriented climate were associated with the view that superior ability causes success. In general, indices of intrinsic motivation and attributional beliefs were best predicted by dispositional goal orientation.

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Tsai, Ying-Mei, and Lung Hung Chen. "Relation of Motivational Climate and Fear of Failure in Taiwanese Adolescent Athletes." Psychological Reports 104, no. 2 (April 2009): 627–32. http://dx.doi.org/10.2466/pr0.104.2.627-632.

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In this study, the relationship between motivational climate and fear of failure in sport was examined. 176 adolescent athletes were recruited ( M=16.3 yr., SD =13). Athletes completed the Chinese Perceived Motivational Climate in Sport Questionnaire and the Performance Failure Appraisal Inventory. Results indicated a performance climate was positively related to the fear of failure, while a mastery climate was not.

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Baños, Raúl, and Emilio Arrayales. "Predicción del aburrimiento en la educación física a partir del clima motivacional (Prediction of boredom in physical education from the motivational climate)." Retos, no. 38 (November 29, 2019): 83–88. http://dx.doi.org/10.47197/retos.v38i38.74301.

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El objetivo de este estudio fue analizar como el clima motivacional creado por el docente de educación física (EF) puede predecir la satisfacción o el aburrimiento durante la clase. Participaron 680 estudiantes de Educación Secundaria Obligatoria (ESO) de las provincias de la Región de Murcia y Alicante (España) (339 chicos, 341 chicas; Medad = 14.83, DT = 1.45). Se utilizó un cuestionario compuesto por los siguientes instrumentos: Perceptions of Teahcer´s Emphassion Goals Questionnaire (PTEGQ), y Sport Satisfacción Instrument - PE (SSI-PE). Se realizaron análisis descriptivos, de correlación y regresión lineal simple con el SPSS v.22. Los resultados muestran valores medios altos en el clima de maestría y bajos en evitación-rendimiento. Con respecto al SSI-PE, los valores de la satisfacción en la clase de EF fueron altos y en aburrimiento medios. Por otro lado, el clima de maestría y aprobación social predijeron de forma positiva la satisfacción en la EF. Por su parte, el clima de evitación al rendimiento predijo de manera positiva el aburrimiento y el clima de maestría lo predijo de manera negativa. Los resultados obtenidos demuestran la importancia de crear sesiones con un clima de aprendizaje enfocado hacia la aprobación social y la maestría, ya que se relacionan con sensaciones de disfrute y evitar el clima de evitación-rendimiento.Abstract. The aim of this study was to analyze how the motivational climate created by the physical education teacher (PE) can predict satisfaction or boredom during class. 680 students of Compulsory Secondary Education from the provinces of the Region of Murcia and Alicante (Spain) was participated (339 boys, 341 girls, Mage = 14.83, SD = 1.45). A questionnaire composed by the following instruments Perceptions of Teachers' Emphasis Goals Questionnaire (PTEGQ) and Sport Satisfaction Instrument - PE (SSI-PE) was used. Descriptive, correlation and simple linear regression analyzes were performed with the SPSS v.22 software. The results show high mean values in the mastery climate and low mean values in the performance-avoidance. Regarding to SSI-PE, the values of satisfaction obtained in the PE class were high and in boredom were average. On the other hand, the mastery climate and social approval predicted positively the satisfaction in PE. On the other hand, the performance avoidance climate predicted positively the boredom and the mastery climate predicted it in a negative way. The results show the importance to create sessions with a learning climate focused on social approval and mastery, as they are related with feelings of enjoyment and avoid climates of avoidance-performance.

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Tsalavoutas, Ioannis, and Greg Reid. "Competence Satisfaction: Risk Taking and Achievement." Adapted Physical Activity Quarterly 23, no. 4 (October 2006): 410–23. http://dx.doi.org/10.1123/apaq.23.4.410.

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Self-determination theory (SDT) guided comparison of competence satisfaction in a ball striking activity of elementary school students with (n =16) and without (n = 18) physical disabilities under mastery and performance climates. Consistent with SDT competence satisfaction was measured by risk taking (RT) and achievement (ACH). Performance climate increased RT, undermined ACH accomplishments for individuals with physical disabilities, and encouraged ACH for peers without disabilities. Nevertheless, no competence satisfaction difference between the groups was found in either achievement climate, suggesting competence was satisfied in different ways for the two participant groups. ACH (performance change) was important for all students, but RT was particularly important for those without disabilities. Performance climates should be used cautiously to challenge students with physical disabilities.

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Morgan, Kevin, and Kieran Kingston. "Promoting a mastery motivational climate in a higher education sports class." Journal of Hospitality Leisure Sport and Tourism 9, no. 1 (May 6, 2010): 73–84. http://dx.doi.org/10.3794/johlste.91.236.

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Xiang, Ping, and Amelia Lee. "Achievement Goals, Perceived Motivational Climate, and Students' Self-Reported Mastery Behaviors." Research Quarterly for Exercise and Sport 73, no. 1 (March 2002): 58–65. http://dx.doi.org/10.1080/02701367.2002.10608992.

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Wadsworth, Danielle D., Mary E. Rudisill, Peter A. Hastie, Jacqueline M. Irwin, and Mynor G. Rodriguez-Hernandez. "Preschoolers’ Physical Activity Participation Across a Yearlong Mastery-Motivational Climate Intervention." Research Quarterly for Exercise and Sport 88, no. 3 (May 19, 2017): 339–45. http://dx.doi.org/10.1080/02701367.2017.1321099.

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Hastie, Peter A., Mary E. Rudisill, and Korey Boyd. "An ecological analysis of a preschool mastery climate physical education programme." Physical Education and Sport Pedagogy 21, no. 2 (March 5, 2015): 217–32. http://dx.doi.org/10.1080/17408989.2015.1017454.

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Cecchini-Estrada, José-Antonio, and Antonio Méndez-Giménez. "Motivational climate, 2×2 achievement goal orientation and dominance, self-regulation, and physical activity in pre-service teacher education." European Physical Education Review 23, no. 4 (June 24, 2016): 461–79. http://dx.doi.org/10.1177/1356336x16655779.

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This longitudinal study investigated the effects of a mastery motivational climate in physical education (PE) classes on 2×2 achievement goal orientation and dominance, self-regulated learning (SRL), and physical activity (PA) in leisure time. A total of 408 (264 women, 144 men) university students were randomly assigned to two groups: experimental and control. For 12 weeks (24 one-hour sessions), the experimental group received an intervention programme based on TARGET model, which emphasized a mastery climate. The control group carried out the same content but without highlighting such strategies. By means of the structural equation model, true intraindividual change in relation to orientation to 2×2 achievement goals, SRL, and PA in leisure time was analyzed. An increase in different variables within the experimental group was confirmed, these being: (a) the orientation to and dominance of mastery-approach (MAp) goals at the expense of the remaining goals; (b) competences in SRL; and (c) moderate and vigorous levels of PA in their free time. In addition, intraindividual changes in the MAp goals were positively related to intraindividual changes in self-efficacy of learning, which, in turn, positively predicted intraindividual changes in PA, regardless of the group (experimental or control). Thus, the mastery climate increases the percentage of participants with a dominant MAp goal and can effectively help to promote regular habits of PA in free time, by mediation of self-efficacy in SRL.

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Valentini, Nadia C., and Mary E. Rudisill. "An Inclusive Mastery Climate Intervention and the Motor Skill Development of Children with and Without Disabilities." Adapted Physical Activity Quarterly 21, no. 4 (October 2004): 330–47. http://dx.doi.org/10.1123/apaq.21.4.330.

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The intent of this study was to examine how students (ages 5.9 to 10.9 years) with and without disabilities benefit from an inclusive mastery climate intervention. Participants were randomly distributed into intervention (19 participants with disabilities and 31 participants without disabilities) and comparison (17 participants with disabilities and 37 without disabilities) groups. Participants performed the Test of Gross Motor Development before and after the intervention. The analyses revealed that children with and without disabilities who received the 12-week intervention demonstrated significant improvement in motor skill performance from pre- to post- intervention while the comparison group did not. These findings suggest that the mastery climate intervention provided similar learning opportunities for students with and without disabilities.

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Marder, Michael. "What Needs to Change in Our Thinking about Climate Change (and about Thinking)." Environmental Philosophy 17, no. 1 (2020): 9–17. http://dx.doi.org/10.5840/envirophil20201889.

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In this article I argue that, the consciousness of climate change will remain wanting, unless it reaches all the way to the level of self-consciousness. Interrelating the meanings of “climate” and “thinking,” I suggest that only an approach that shuns subjective mastery and distance will be adequate to this peculiar non-object.

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Hastie, Peter, Oleg Sinelnikov, Tristan Wallhead, and Todd Layne. "Perceived and actual motivational climate of a mastery-involving sport education season." European Physical Education Review 20, no. 2 (March 4, 2014): 215–28. http://dx.doi.org/10.1177/1356336x14524858.

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Schwebel, Frank J., Ronald E. Smith, and Frank L. Smoll. "Measurement of Perceived Parental Success Standards in Sport and Relations with Athletes’ Self-Esteem, Performance Anxiety, and Achievement Goal Orientation: Comparing Parental and Coach Influences." Child Development Research 2016 (March 23, 2016): 1–13. http://dx.doi.org/10.1155/2016/7056075.

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The Perceived Parent Success Standards Scale (PPSSS), adapted from the Perception of Success Questionnaire constructed by Roberts et al. (1998) to measure athletes’ achievement goal orientation, provides a measure of athletes’ perceptions of mastery- and ego-oriented parental success criteria, a central component of parental motivational climate. This study focused on 543 young athletes (ages 9–16) on 82 teams in recreational basketball leagues. The PPSSS exhibited strong factorial validity, construct validity, and orthogonality between ego and mastery factors that allow for different combinations of these factors to be tested. We also compared the impact of the motivational climates created by coaches and success standards conveyed by parents on postseason athlete outcome measures of anxiety, self-esteem, and achievement goal orientation. Correlational and multilevel regression analyses revealed that both coach and parent variables were significantly related to the athlete variables. However, mediational analyses indicated that parental success standards mediated relations between coach-initiated climate and all of the outcome variables, reflecting the power of parental socialization processes. We discuss potential reasons for the greater parental influence shown in this and a previous study, and we suggest directions for further research as well as possible interventions that can help both coaches and parents create a more positive athletic environment for young athletes.

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Al Sudani, Ali Aziz Dawood, and Kamila Budzyńska. "Family and its Influence on how Athletes Function." LASE Journal of Sport Science 5, no. 2 (December 1, 2014): 115–19. http://dx.doi.org/10.1515/ljss-2016-0037.

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Abstract This article presents an application of attachment theory in understanding the quality of sport relationships, it describes types of motivational climate and the differences between performance and mastery in the family and also shows how the beliefs of parents can influence the beliefs of a young athlete. The high quality and positive relationships between athletes and their colleagues seems to reflect the early positive bond which they had with their parents. Children with insecure attachment styles more often have low quality relationships with teammates. Other factors important in the functioning of athletes are the two main types of motivational climate: the mastery/task climate and the performance/ego climate. Both kinds of motivational climate describe which values are the most important for parents and the different influence they have on athletes. Moreover the beliefs of parents have a big impact on the involvement in sport by children, their behaviour during and after sport competitions and what they think about their motor skills and abilities. Parents who care about the sport future of their children should be educated in how important it is to build positive relationships from early childhood, how their beliefs and values create a motivational climate which can support or harm an athletes participation in sport, and how their beliefs influence the involvement in sport of their children.

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Bashan, Ibrahim, and Turhan Toros. "The examination of motivational climate and goal orientation in basketball players-who did and did not experience a sports injury." Journal of Human Sciences 15, no. 4 (October 7, 2018): 1854. http://dx.doi.org/10.14687/jhs.v15i4.5503.

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Aim: In this research it was aimed if there is a difference between mastery-performance climate and task-ego orientation variables of basketball players who did and did not experience a sports injury.Methods: This study group consists of 165 male basketball players who experienced mid-degree and serious sports injuries that are actively playing basketball in 18 years and older basketball teams and 142 male basketball players who did not experience any sports injury, or experienced a minor injury that are actively playing basketball in 18 years and older basketball teams, in total, 307 male basketball players. Participation to the study was done appropriately to the principles of voluntariness and privacy. As data collecting tools, “Perceived Motivational Climate in Sport Questionnaire” and Task and Ego Orientation in Sport Questionnaire’’ were used. For data analysis, the Kolmogorov Smirnov test was used to determine if points show normal distribution or not. Also descriptive statistics, Mann Whitney U-test from the nonparametric tests because the distribution was not normal and in order to determine the relation between measure lower dimension Spearman Correlation tests were used. In order to calculate the internal consistency of the scales, Cronbach Alpha test was considered.Findings: According to the research findings, as a result of Mann Whitney U-test no meaningful difference was found between basketball players’s mastery climate average points (U=8902, p>0.05), performance climate average points (U=9121, p>0.05) goal orientation average points (U=9432, p>0.05), ego orientation average points who did and did not experience a sports injury. There is positively meaningful relationship between Goal orientation and Mastery climate (r=0,341), Ego orientation and Performance climate (r=0,618).Conclusions: As a result by handling interactions of different dimensions of sports psychology together, it is thought that it is possible to open new horizons in treating or preventing sports injuries in the future.

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Journal articles on the topic 'Mastery climate'

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