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Artículos de revistas sobre el tema "Mastery climate"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 1 de febrero de 2022

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1

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

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2

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 (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 studen
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3

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 (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 gro
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4

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 (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 betwee
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5

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
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6

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 (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 cl
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7

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 (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
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8

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 (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 m
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9

Granero-Gallegos, Antonio, and María Carrasco-Poyatos. "Spanish Adaptation of Motivational Climate in Education Scale with University Students." Education Sciences 10, no. 6 (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 Facto
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10

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 (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 associate
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11

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 (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 dom
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12

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 (2017): 429–47. http://dx.doi.org/10.1002/job.2241.

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13

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 (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
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14

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 (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 equatio
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15

Goudas, Marios. "Motivational Climate and Intrinsic Motivation of Young Basketball Players." Perceptual and Motor Skills 86, no. 1 (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
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16

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 (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 (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 per
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18

Nassar, Aya. "Geopoetics: Storytelling against mastery." Dialogues in Human Geography 11, no. 1 (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 g
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19

Kopperud, Karoline. ""Perceived Mastery Climate, Work-Family Balance, and Turnover Intention"." Academy of Management Proceedings 2016, no. 1 (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 (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 rep
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21

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 (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 significan
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22

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 (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 am
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23

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 (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
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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 (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, starte
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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 (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 t
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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 (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 negati
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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 (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 inclu
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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 (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 hig
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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 (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 progra
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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 (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 (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
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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 (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 w
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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 (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
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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 (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 com
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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 (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-involvin
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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 (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 Motivationa
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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 (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
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Tsalavoutas, Ioannis, and Greg Reid. "Competence Satisfaction: Risk Taking and Achievement." Adapted Physical Activity Quarterly 23, no. 4 (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 climat
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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 (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 (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 (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 (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 (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 strat
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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 (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 sign
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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 (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 combinat
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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 (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
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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 (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 bas
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