000088506 001__ 88506
000088506 005__ 20200716101454.0
000088506 0247_ $$2doi$$a10.1080/17408989.2019.1592145
000088506 0248_ $$2sideral$$a111311
000088506 037__ $$aART-2019-111311
000088506 041__ $$aeng
000088506 100__ $$0(orcid)0000-0001-8115-0649$$aGarcía-González, Luis$$uUniversidad de Zaragoza
000088506 245__ $$aThe role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in Physical Education
000088506 260__ $$c2019
000088506 5060_ $$aAccess copy available to the general public$$fUnrestricted
000088506 5203_ $$aBackground: A distinction is made in Achievement Goal Theory (AGT) between task-oriented (i.e. effort, intra-individual progress, and self-comparison) and ego-oriented (i.e. inter-individual progress and normative comparison) climates. Combining insights from AGT and Self-Determination Theory (SDT), studies in the PE context have shown that a task-oriented climate positively relates to need satisfaction, although the findings regarding the motivating role of an ego-oriented climate are inconsistent. Moreover, little is known about the role of task- or ego-oriented climates in explaining experiences of basic psychological need frustration. Purpose: Grounded in AGT and SDT, the aim of the present study was to examine if experiences of basic psychological need satisfaction and need frustration can explain why task- and ego-oriented climates elicit positive and negative motivational outcomes in PE, respectively. Research design: Cross-sectional study. Method: A sample of 524 secondary school students (51.1% boys, M age = 14.51; SD = 1.81) from five different secondary schools participated in this study. Students reported on their perceptions of task- and ego-oriented climates, motivational regulations, basic psychological need satisfaction, and need frustration, as well as positive and negative outcomes in PE. Structural equation modeling was used to investigate our objective. Results: We found that a task-oriented climate had a strong and positive relationship with basic psychological need satisfaction, eliciting a bright pathway to autonomous motivation and affective attitude. An ego-oriented climate was positively related to basic psychological need frustration, eliciting a dark pathway to amotivation and boredom. A negative cross-path from task-oriented climate to basic psychological need frustration was also found, while no significant cross-paths were found from ego-oriented climate to basic psychological need satisfaction. Conclusions: This study provides a better understanding of the mechanisms that explain why task- and ego-oriented climates shape students’ motivational experiences in PE lessons. It is suggested that a task-oriented climate elicits a bright pathway towards more optimal functioning, because it fosters experiences of need satisfaction and buffers against experiences of need frustration. In contrast, an ego-oriented climate is primarily positively related to feelings of need frustration and negative motivational outcomes. Practical implications for PE teacher training are discussed.
000088506 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000088506 590__ $$a2.618$$b2019
000088506 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b43 / 263 = 0.163$$c2019$$dQ1$$eT1
000088506 592__ $$a1.05$$b2019
000088506 593__ $$aEducation$$c2019$$dQ1
000088506 593__ $$aOrthopedics and Sports Medicine$$c2019$$dQ1
000088506 593__ $$aPhysical Therapy, Sports Therapy and Rehabilitation$$c2019$$dQ1
000088506 593__ $$aSports Science$$c2019$$dQ2
000088506 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000088506 700__ $$0(orcid)0000-0002-2077-1983$$aSevil-Serrano, Javier$$uUniversidad de Zaragoza
000088506 700__ $$0(orcid)0000-0002-1543-5109$$aAbós, Ángel$$uUniversidad de Zaragoza
000088506 700__ $$aAelterman, Nathalie
000088506 700__ $$aHaerens, Leen
000088506 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000088506 773__ $$g24, 4 (2019), 344-358$$pPHYS EDUC SPORT PEDA$$tPhysical education and sport pedagogy$$x1740-8989
000088506 8564_ $$s694144$$uhttps://zaguan.unizar.es/record/88506/files/texto_completo.pdf$$yPostprint
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000088506 909CO $$ooai:zaguan.unizar.es:88506$$particulos$$pdriver
000088506 951__ $$a2020-07-16-09:08:50
000088506 980__ $$aARTICLE