Perceptions of Motivational Climate and Teachers' Strategies to Sustain Discipline as Predictors of Intrinsic Motivation in Physical Education

By Gutiérrez, Melchor; Ruiz, Luis-Miguel et al. | The Spanish Journal of Psychology, July 1, 2010 | Go to article overview

Perceptions of Motivational Climate and Teachers' Strategies to Sustain Discipline as Predictors of Intrinsic Motivation in Physical Education


Gutiérrez, Melchor, Ruiz, Luis-Miguel, López, Esther, The Spanish Journal of Psychology


This study examined the relationship among pupils' perceptions of the motivational climate, pupils' perceptions of teachers' strategies to maintain discipline and pupils' intrinsic motivation in physical education. A sample of 2189 Spanish adolescents, ages 13 to 17 years, completed Spanish versions of the EPCM, SSDS, and IMI. Confirmatory factor analyses were carried out to confirm the factorial validity of the scales. Then, the relationship among the variables was explored through Structural Equation Modelling . The most important predictors of pupils' intrinsic motivation were the perceived mastery climate, and perceived teachers' emphasis on intrinsic reasons to maintain discipline. Perceived performance climate and perceived teachers' strategies to maintain discipline based on introjected reasons and indifference, predicted pupils' tension-pressure. Results are discussed in the context of theoretical propositions of self-determination theory and practical issues of enhancing adolescents' motivation in physical education.

Keywords: learning environment, motivation, discipline, physical education, self-determination theory.

Se han analizado las relaciones entre las percepciones del alumnado del clima motivacional, las estrategias del profesorado para mantener la disciplina, y la motivación intrínseca en educación física. Una muestra de 2189 adolescentes españoles de 13 a 17 años, completaron versiones españolas de la EPCM, SSDS e IMI. Mediante Análisis Factoriales Confirmatorios y Modelos de Ecuaciones Estructurales se ha verificado la validez de las escalas y la relación entre variables. Los predictores más importantes de la motivación intrínseca han sido la percepción del clima de maestría y el énfasis del profesorado en razones intrínsecas para la disciplina. El clima de ejecución y las estrategias basadas en razones introyectadas e indiferentes ante la disciplina, han predicho la tensión-presión del alumnado. Se han discutido los resultados en el marco de la auto-determinación de cara a potenciar la motivación de los adolescentes en educación física.

Palabras clave: ambiente de aprendizaje, motivación, disciplina, educación física, teoría de la auto-determinación.

Currently, so many youngsters are turned off by their physical education (PE) classes, do not engage in adequate physical activity, and are risk of developing serious health conditions (obesity, diabetes, etc.). Thus, it is imperative that children and adolescents be encouraged to adopt a physically active lifestyle (Taylor & Ntoumanis, 2007).

It is generally accepted that school PE is likely to play a key role in encouraging pupils' participation in regular physical activity (Biddle & Chatzisarantis, 1999; Digelidis, Papaioannou, Laparidis, & Christodoulidis, 2003). There is evidence that PE can involve people in daily physical activities and fosters healthy lifestyles (Digelidis et al., 2003; Haywood, 1991; Sallis & McKenzie, 1991), and that students who feel motivated toward physical activity in PE are more likely to participate in physical activities in their leisure time (Biddle & Chatzisarantis, 1999; McKenzie, 2003; Portman, 2003). Because of this, enhancing adolescents' motivation is an important objective in contemporary physical education as adaptive motivation has been linked to exercise participation outside of school (Theodosiou & Papaioannou, 2006) and to prepare children for a lifetime physical activity (Bryan & Solmon, 2007; Standage, Duda, & Ntoumanis, 2003).

Although most pupils are intrinsically motivated to participate in PE lessons, there are many children who are extrinsically motivated or lack motivation to participate (Ntoumanis, 2001, 2005). Interest and participation in PE gradually declines with age (Digelidis & Papaioannou, 1999; Hassandra, Goudas, & Chroni, 2003; Koka & Hein, 2003; Midgley, Kaplan, & Middleton, 2001; Mitchell, 1996). Thus, examining pupils' motivation for participation in PE is important for gaining information on the determinants of physical activity in young people. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Perceptions of Motivational Climate and Teachers' Strategies to Sustain Discipline as Predictors of Intrinsic Motivation in Physical Education
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.