The influence of situational and individual goals on the intrinsic motivation of adolescents towards physical education

Monica Dorobantu, Stuart Biddle

Research output: Contribution to journalArticle

Abstract

This study assessed the influence of individual and situational goals on Romanian adolescents' intrinsic motivation for school physical education (PE}. Specifically, students (N = 145} were assessed on a} the enjoyment and effort subscales of the Intrinsic Motivation Inventory {IMI; McAuley et a/., 1989}, b} dispositional achievement goal orientations, using the Task and Ego Orientation in Sport Questionnaire (TEOSQ; Duda & Nicholls, 1992}, c} perceptions of the PE class climate, using the PE Class Climate Scale (PECCS; Goudas & Biddle, 1994}, and d} the perceived sport competence subscale of the Physical Self-Perception Profile (PSPP; Fox & Corbin, 1989}. MANOVAs showed that students high in task orientation reported higher levels of enjoyment; those students high in both task and ego orientation scored higher on effort. Similarly, students perceiving their PE class to be high in a teaming climate reported higher levels of enjoyment. Finally, hierarchical regression analyses showed that situational class climate was more important than individual goals in influencing students' intrinsic motivation in PE. Results are discussed in the context of theoretical propositions of goal perspective theory and cognitive evaluation theory.
Original languageEnglish
Pages (from-to)148-165
Number of pages18
JournalThe European Yearbook of Sport Psychology
Volume1
Publication statusPublished - 1 Jan 1997

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