Keywords
classroom goal structure
psychometry
motivational climate
physical education
How to Cite
Abstract
This research had two goals: a) examine the construct validity of the 3x2 Motivational Climate Questionnaire for Physical Education, and b) assess the relations among the six structures of motivational climate and relevant consequences. In study 1, 192 secondary students participated (M = 15.57 years). Confirmatory factorial analysis strongly supported the theoretical model. Internal consistency and validity were also satisfactory. The hypothesized model was compared with other 10 alternative models, but the first one showed the best fit to the data. In study 2, the model was re-examined with younger secondary educations students (N = 299; 145 men and 154 women; M = 13.14 years). Multiple regression analyses were conducted to explore the different types of motivational climates as predictors of several variables.
Ames, C. (1992). Classrooms: Goals, Structures and Student Motivation. Journal of Educational Psychology, 84(3), 261-271. http://dx.doi.org/10.1037/0022-0663.84.3.261
Bentler, P. M. (2006). EQS structural equations program manual. Encino, CA: Multivariate Software.
Braithwaite, R., Spray, C. M., & Warburton, V. E. (2011). Motivational climate interventions in physical education: A meta-analysis. Psychology of Sport and Exercise, 12(6), 628-638. http://dx.doi.org/10.1016/j.psychsport.2011.06.005
Cabañero, M. J., Richart, M., Cabrero M., Orts, J., Reig, A., & Tosal, B. (2004). Fiabilidad y validez de la Escala de Satisfacción con la Vida de Diener en una muestra de mujeres embarazadas y puérperas. Psicothema, 16(3), 448-455.
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing Measurement Invariance. Structural Equation Modeling, 9(2), 235-255. http://dx.doi.org/10.1207/S15328007SEM0902_5
Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction with Life Scale. Journal of Personality Assessment, 49(1), 71-75. http://dx.doi.org/10.1207/s15327752jpa4901_13
Elliot, A. J, Eder, A. B., & Harmon-Jones, E. (2013). Avoidance Motivation and Emotion: Convergence and Divergence – Approach. Emotion Review, 5(3), 308-311. http://dx.doi.org/10.1177/1754073913477517
Elliot, A. J., & McGregor, H. A. (2001). A 2x2 achievement goal framework. Journal of personality and social psychology, 80(3), 501-519. http://dx.doi.org/10.1037/0022-3514.80.3.501
Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3x2 achievement goal model. Journal of Educational Psychology, 103(3), 632-648. http://dx.doi.org/10.1037/a0023952
Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the assessment of state intrinsic and extrinsic motivation: The situational motivation scale (SIMS). Motivation and Emotion, 24(3), 175-213. http://dx.doi.org/0146-7239/00/0900-0175
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. http://dx.doi.org/10.1080/10705519909540118
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136(3), 422-449. http://dx.doi.org/10.1037/a0018947
Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19(2), 141-184. http://dx.doi.org/10.1007/s10648-006-9012-5
Kutner, M. H., Nachtsheim, C. J., & Neter, J. (2004). Applied linear regression models (4ª ed.). Boston, MA: McGraw-Hill/Irwin.
Martín-Albo, J., Núñez, J. L., & Navarro, J. G. (2009). Validation of the Spanish version of the Situational Motivation Scale (EMSI) in the educational context. The Spanish Journal of Psychology, 12(2), 799-807. http://dx.doi.org/10.1017/S113874160000216X
McCallum, R. C., Browne, M. W., & Sugawara H. M. (1996). Power Analysis and Determination of Sample Size for Covariance Structure Modeling. Psychological Methods, 1(2), 130-149. http://dx.doi.org/10.1037/1082-989X.1.2.130
Meece, J., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503. http://dx.doi.org/10.1146/annurev.psych.56.091103.070258
Méndez-Giménez, A., Cecchini, J. A., & Fernández-Río J. (2014). Examinando el modelo de metas de logro 3x2 en el contexto de la Educación Física. Cuadernos de Psicología del Deporte, 14(3), 157-167. http://dx.doi.org/10.4321/S1578-84232014000300017
Méndez-Giménez, A., Cecchini, J. A., Fernández-Río, J., Méndez-Alonso, D., & Prieto-Saborit, J. A. (2017). Metas de logro 3x2, motivación autodeterminada y satisfacción con la vida en Educación Secundaria. Revista de Psicodidáctica, 22(2), 150-156. http://dx.doi.org/10.1016/j.psicod.2017.05.001
Méndez-Giménez, A., Cecchini, J. A., Fernández-Río J., Prieto-Saborit, J. A., & Méndez-Alonso, D. (2017). Estructuras de meta de clase 3x2, regulaciones motivacionales, autoconcepto y afectividad en estudiantes de secundaria. The Spanish Journal of Psychology. 20, E40, 1-12. http://dx.doi.org/10.1017/sjp.2017.37
Méndez-Giménez, A., Cecchini, J. A., Méndez-Alonso, D., Prieto-Saborit, J. A., & Fernández-Río, J. (2018). Efecto de las metas de logro y las estructuras de metas de clase 3x2 en la motivación autodeterminada: un análisis multinivel en educación secundaria. Anales de Psicología. 34(1), 52-62. http://dx.doi.org/10.6018/analesps.34.1.26213.
Midgley, C., Maehr, M., Hruda, L., Anderman, E., Anderman, L., Freeman, K. … & Gheen, M. (2000). Manual for the Patterns of Adaptive Learning Scales. Ann Arbor, MI: University of Michigan.
Murayama, K., & Elliot, A. J. (2009). The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. Journal of Educational Psychology, 101(2), 432-447. http://dx.doi.org/10.1037/a0014221
Murayama, K., Elliot, A. J., & Friedman, R. (2012). Achievement goals. En R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 191-207). Nueva York, NY: Oxford University Press. http://dx.doi.org/10.1093/oxfordhb/9780195399820.013.0012
Newton, M., Duda, J., & Yin, Z. (2000). Examination of the psychometric properties of the Perceived Motivational Climate in Sport Questionnaire-2 in a sample of female athletes. Journal of Sports Sciences, 18(4), 275-290. http://dx.doi.org/10.1080/026404100365018
Papaioannou, A. G., Tsigilis, N., Kosmidou, E., & Milosis D. (2007). Measuring Perceived Motivational Climate in Physical Education. Journal of Teaching in Physical Education, 26(3), 236-259. http://dx.doi.org/10.1123/jtpe.26.3.236
Soini, M., Liukkonen, J., Watt A., Yli-Piipari, S., & Jaakkola, T. (2014). Factorial validity and internal consistency of the Motivational Climate in Physical Education Scale. Journal of Sports Science and Medicine, 13(1), 137-144.
Vlachopoulos, S. P., Katartzi, E. S., & Kontou, M. G. (2011). The Basic Psychological Needs in Physical Education Scale. Journal of Teaching in Physical Education, 30(3), 263-280. http://dx.doi.org/10.1123/jtpe.30.3.263
Wang, J. C. K., Liu, W. C., Chatzisarantis, N. L. D., & Lim, C. B. S. (2010). Influence of Perceived Motivational Climate on Achievement Goals in Physical Education: A Structural Equation Mixture Modeling Analysis. Journal of Sport & Exercise Psychology, 32(3), 324-338. http://dx.doi.org/10.1123/jsep.32.3.324
This journal is registered under a Creative Commons Attribution 4.0 International Public License. Thus, this work may be reproduced, distributed, and publicly shared in digital format, as long as the names of the authors and Pontificia Universidad Javeriana are acknowledged. Others are allowed to quote, adapt, transform, auto-archive, republish, and create based on this material, for any purpose (even commercial ones), provided the authorship is duly acknowledged, a link to the original work is provided, and it is specified if changes have been made. Pontificia Universidad Javeriana does not hold the rights of published works and the authors are solely responsible for the contents of their works; they keep the moral, intellectual, privacy, and publicity rights. Approving the intervention of the work (review, copy-editing, translation, layout) and the following outreach, are granted through an use license and not through an assignment of rights. This means the journal and Pontificia Universidad Javeriana cannot be held responsible for any ethical malpractice by the authors. As a consequence of the protection granted by the use license, the journal is not required to publish recantations or modify information already published, unless the errata stems from the editorial management process. Publishing contents in this journal does not generate royalties for contributors.