The effect of differences in perceived motivational climate and goal orientations on motivational responses of female volleyball players

Maria Louise Newton, Purdue University

Abstract

The purpose of this study was to investigate the impact of differences in goal orientations, perceived ability, and motivational climate on achievement-related responses in female volleyball participants. Subjects were 385 female athletes. The players' mean age was 15.16 years of age. In a group setting the subjects were administered a battery of questionnaires targeting the following areas: dispositional goal orientation, perceived motivational climate, perceived ability, intrinsic motivation, beliefs about the causes of success, team satisfaction, and performance worry. Psychometric analysis of the perceived motivational climate questionnaire (PMCSQ-2) revealed a hierarchical structure comprised of six subscales and two higher-order scales. The Cooperative Learning, Important Role and Effort subscales comprised the perception of a Mastery climate. A Performance climate contained an emphasis on Unequal Recognition, Intrateam Rivalry, and Punishment for Mistakes. Initial validity and reliability of the PMCSQ-2 was established. Negligible correlations were found between perceptions of the motivational climate and dispositional goal orientations. In general, the findings of this study empirically supported the importance of promoting a mastery team climate when attempting to foster adaptive affective and cognitive motivational responses in female athletes. The correlational results suggested that perceptions of a mastery climate were positively related to intrinsic motivation, team satisfaction, and effort centered beliefs about success and negatively associated with feelings of pressure/tension while practicing/performing. Perceptions of a performance climate corresponded positively to pressure/tension and ability-focused beliefs and negatively to enjoyment and team satisfaction. The regression analyses suggested that both perceived motivational climate and dispositional goal orientation affected motivational responses. To further investigate this question, high and low levels of perceived motivational climate, dispositional goal orientation, and perceived ability were crossed and mean differences were analyzed. Main effects for climate and goal orientation emerged for enjoyment/interest, pressure/tension and team satisfaction. A goal orientation main effect was found for performance worry and the belief that ability leads to success. A significant motivational climate by dispositional goal orientation interaction emerged in relation to effort-focused beliefs concerning success. The results are discussed in terms of goal perspective theory, cognitive evaluation theory, and the matching hypothesis.

Degree

Ph.D.

Advisors

Duda, Purdue University.

Subject Area

Physical education|Educational psychology

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