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Perceived Motivational Climate and Stages of Exercise Behavior Change: Mediating Roles of Motivation Within and Beyond Physical Education Class

ABSTRACT: This study examined the relationship between the perceived motivational climate in physical education (PE) classes and the stage of exercise behavior change among 322 high school students in northeastern China. Furthermore, the chain-mediating effects of autonomous motivation in PE and the five types of motivation (interest, competence, social relatedness, appearance, and health) in leisure-time physical activity (PA) were examined. Results showed that autonomous motivation in PE and the five types of motivation in leisure-time PA had chain-mediating effects on the relationships between the perceived mastery- and performance-oriented motivational climate and the stage of exercise behavior change in the whole sample (controlling for gender). Specifically, a perceived mastery-oriented motivational climate promoted autonomous motivation in PE, which, in turn, increased the five types of motivation in leisure-time PA and led to a higher stage of exercise behavior change. Conversely, a perceived performance-oriented motivational climate reduced autonomous motivation in PE which, in turn, decreased the five types of motivation in leisure-time PA and led to earlier stages of exercise behavior change. The patterns of the chain-mediating effects of autonomous motivation in PE and the five types of motivation in leisure-time PA were somewhat similar in girls and boys. The results suggested that PE teachers should create mastery-oriented climates and avoid performance-oriented motivational climates, which may promote intrinsic or identified motivations of students for PA within and beyond PE classes, thereby affecting the leisure-time PA of students.

SUBMITTER: Wu X

PROVIDER: S-EPMC8573023 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:Objective: This study aimed to contribute to understanding the mechanisms underlying the association between empowering motivational climate in physical education and social responsibility among high school students, and have important implications for interventions aimed at improving social responsibility among high school students. Methods: Through the quota sampling, 802 students (average age = 17 years, SD = 0.97 years) that complied with the requirements were surveyed from Anhui Province in China. Empowering motivational climate in physical education, social responsibility, interpersonal disturbance, and general self-efficacy were assessed using standard scales. For data analysis, Pearson's correlation analysis, structural equation model test, and bias-corrected percentile Bootstrap method were carried out in turn. Results: (1) Common method biases can be accepted in this study, and the correlation among empowering motivational climate in physical education, social responsibility, interpersonal disturbance, and general self-efficacy are all significant; (2)Empowering motivational climate in physical education, interpersonal disturbance and general self-efficacy can all predict social responsibility significantly; (3) Structural equation modeling indicates good fit: χ2/df = 2.86, RMESA = 0.068, CFI = 0.92, NNFI = 0.91, NFI = 0.90, GFI = 0.93. It indicates that interpersonal disturbance and general self-efficacy can play mediating roles between empowering motivational climate in physical education and social responsibility, respectively. After that, interpersonal disturbance as well as general self-efficacy in turn plays the chain mediating effect in the relationship between empowering motivational climate in physical education and social responsibility. The effect size of the mediating effect of interpersonal disturbance and general self-efficacy in the relationship between empowering motivational climate in physical education and social responsibility is 0.048 and 0.148, respectively, and the effect size of the chain mediating effect is 0.031. Conclusion: Empowering motivational climate in physical education not only has a direct effect on social responsibility among high school students, but also influences social responsibility by the chain mediating effect of interpersonal disturbance and general self-efficacy.

Project description:Background:Motivational climate in exercise group environments would have an impact on adherence, effort and enjoyment. We examined the motivational climate among nursing home residents who were involved in group exercise sessions. Methods:This cross-sectional study was conducted in 10 nursing homes of Liège area that offer group exercise sessions. Sociodemographic data (age, sex, body mass index), cognitive status (by the Mini Mental State Examination) and independence in activities of daily living (by the Katz Scale) were retrieved in the medical records. The "Abbreviated-Perceived Motivational Climate in Exercise Questionnaire" was translated into French and then administered face to face with a clinical researcher. This is composed of 6 ego-involving climate items (corresponding to rivalry, comparison and favoritism) and 6 task-involving climate items (corresponding to valorization, individual efforts, self-improvement and cooperation). Each item is ranged on a 5-point Likert scale ranging from 1 (not at all focused on ego or task) to 5 (totally focused on ego or task). Each subscale has a total score expressed as an average. Results:A total of 102 subjects of exercise group sessions were included (84.3?±?7.7?years and 83 (81.4%) women). The mean score of task-involving and ego-evolving motivational climate was respectively 3.57 (SD?=?0.67) and 1.52 (SD?=?0.49), suggesting that the motivational climate was more focused on the task-involving climate than on ego-involving climate. Some items results were of particular interest: 55.9% of the respondents found that the instructor doesn't remark/reward when they try hard, 63.7% said that the instructor doesn't encourage mutual aid and 38.2% found that instructor doesn't encourage to do new exercises. Conclusions:Participants tended to perceive motivational climate as more task-involving than ego-involving. The absence of individual positive feedback, new exercises and mutual aid were also highlighted.

Project description:IntroductionLife skills can have a positive impact on young people's mental health, academic performance, and overall well-being. Physical education (PE) is viewed as a promising setting for developing students' life skills, but less is known about this in non-English speaking countries such as China. Based on the integration of Self-Determination Theory (SDT) and Achievement Goal Theory (AGT), we aimed to examine the relationships between students' perceptions of the teacher-initiated motivational climate (mastery- or performance-oriented) and their life skills development in PE, as well as the mediating role of their basic psychological needs (BPNs) (satisfaction or frustration).MethodsWe employed a cross-sectional survey. Chinese students (N = 533, Age range = 13-18 years) completed measures assessing these variables. We fulfilled correlational and mediational analyses.ResultsThese findings showed that mastery climate was positively associated with needs satisfaction (r = 0.66) and eight life skills (r range = 0.44-0.61), whereas negatively associated with needs frustration (r = -0.49). Performance climate was positively related to needs frustration (r = 0.52), but negatively related to needs satisfaction (r = -0.38) and eight life skills (r range = -0.28 - -0.15). Needs satisfaction was positively (r range = 0.44-0.65), while needs frustration was negatively (r range = -0.50 - -0.34) linked with eight life skills. Furthermore, needs satisfaction positively mediated the effect of mastery climate on life skills development, but it is not found that needs frustration mediated the effect of performance climate on life skills besides goal setting, social skills, and time management.ConclusionIn conclusion, our study extended the previous literature on life skills in PE, and highlighted the roles of motivational climate and BPNs on students' life skills development. In practice, PE teachers should be encouraged to create a mastery climate as well as avoid a performance climate, to foster students' BPNs satisfaction, which in turn, promote their life skills development.

Project description:Decades of research have demonstrated that we like people who are more similar to us. The present research tested a potential mechanism for this similarity-liking effect in the domain of politics: the stereotype that people's political orientation reflects their morals. People believe that Democrats are more likely to endorse individualizing morals like fairness and Republicans are more likely to endorse binding morals like obedience to authority. Prior to the 2016 election, American participants (N = 314) viewed an ostensible Facebook profile that shared an article endorsing conservative ideals (pro-Trump or pro-Republican), or liberal ideals (pro-Clinton or pro-Democrat). Participants rated the favorability of the profile-owner, and completed the Moral Foundations Questionnaire for the profile-owner and themselves. As predicted, participants liked the profile-owner more when they shared political beliefs, and used political stereotypes to infer the moral foundations of the profile-owner. Additionally, the perceived moral foundation endorsement of the profile owner differentially mediated the relationship between the ideology and evaluations of the profile owner based on the party affiliation of the participant: perceived individualizing foundations mediated the relationship for Democratic participants and perceived binding foundations mediated the relationship for Republican participants. In other words, people liked their in-group members more because they thought that the profile-owner endorsed a specific type of morals. In Study 2 (N = 486), we ruled out the potential explanation that any political stereotype can account for the similarity-liking effect, replicating the results of Study 1 even when controlling for perceptions of other personality differences. Taken together, these studies highlight that there may be something unique about the perceived type of morality of political in-group and out-group members that may be contributing to the similarity-liking effect in politics.

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Perceived Motivational Climate and Stages of Exercise Behavior Change: Mediating Roles of Motivation Within and Beyond Physical Education Class

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