Thông tin tài nguyên

TARGETing secondary school students’ motivation towards physical education: The role of student-perceived mastery climate teaching strategies

pmc-PMC9499303.pdf · Phiên bản 1 · 14 trang

18
Bản gốc
Trang 13 · Đoạn 36Vị trí nguồn

8. Urdan T, Kaplan A. The origins, evolution, and future directions of achievement goal theory. Contem Educ Psychol. 2020; 61: 101862. doi: https://doi.org/10.1016/j.cedpsych.2020.101862 9. Harwood CG, Keegan RJ, Smith JMJ, Raine AS. A systematic review of the intrapersonal correlates of motivational climate perceptions in sport and physical activity. Psychol Sport Exerc. 2015; 18(C): 9–25. doi: https://doi.org/10.1016/j.psychsport.2014.11.005 10. Ames C. Classrooms: Goals, Structures, and Student Motivation. J Educ Psychol. 1992; 84(3): 261– 71. doi: https://doi.org/10.1037/0022-0663.84.3.261 11. Duda JL, Appleton PR, Stebbings J, Balaguer I. Towards more empowering and less disempowering environments in youth sport: Theory to evidenced-based practice. In Sport psychology for young ath- letes. Routledge; 2017. pp. 81–93. 12. Braithwaite R, Spray CM, Warburton VE. Motivational climate interventions in physical education: A meta-analysis. Psychol Sport Exerc. 2011; 12(6): 628–38. doi: https://doi.org/10.1016/j.psychsport. 2011.06.005 13. Vansteenkiste M, Lens W, Elliot AJ, Soenens B, Mouratidis A. Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals. Educ Psychol. 2014; 49(3):153–74. doi: https://doi.org/10.1080/ 00461520.2014.928598 14. Vansteenkiste M, Mouratidis A. Emerging Trends and Future Directions for the Field of Motivation Psy- chology: A Special Issue in Honor of Prof. Dr. Willy Lens. Psychol Belg. 2016; 56(3): 118–42. doi:

Trang 13 · Đoạn 37Vị trí nguồn

https://doi.org/10.5334/pb.354 PMID: 30479443 15. Delrue J, Mouratidis A, Haerens L, Muynck G- JD, Aelterman N, Vansteenkiste M. Intrapersonal Achievement Goals and Underlying Reasons among Long Distance Runners: Their Relation with Race Experience, Self-Talk, and Running Time. Psychol Belg. 2016; 56(3): 288–310. doi: https://doi.org/10. 5334/pb.280 PMID: 30479441 16. Gaudreau P, Braaten A. Achievement Goals and their Underlying Goal Motivation: Does it Matter Why Sport Participants Pursue their Goals? Psychol Belg. 2016; 56(3): 244–68. doi: https://doi.org/10.5334/ pb.266 PMID: 30479439 17. Garcı´a-Gonza´ lez L, Sevil-Serrano J, Abo´ s A, Aelterman N, Haerens L. The role of task and ego-ori- ented climate in explaining students’ bright and dark motivational experiences in Physical Education. Phys Educ Sport Peda. 2019; 24(4): 1–15. 18. Hastie P, Sinelnikov O, Wallhead T, Layne T. Perceived and actual motivational climate of a mastery- involving sport education season. Eur Phys Educ Rev. 2014; 20(2): 215–28. doi: https://doi.org/10. 1177/1356336X14524858 19. Ames C. Achievement goals, motivational climate, and motivational processes. In: Roberts GC, editor. Motivation in sport and exercise. Champaign IL: Human Kinetics; 1992. p. 161–76. 20. Epstein J. Effective schools or effective students? Dealing with diversity. In: Hawkins R, Macrae B, edi- tors. Policies for America’s public schools. Norwood: Ablex; 1988. p. 89–126. 21. Teraoka E, Ferreira HJ, Kirk D, Bardid F. Affective Learning in Physical Education: A Systematic

Trang 13 · Đoạn 38Vị trí nguồn

Review. J Teach Phys Educ. 2021; 40(3): 460–73. doi: https://doi.org/10.1123/jtpe.2019-0164 22. Cecchini J- A, Me´ ndez-Gime´nez A, Sa´ nchez-Martı´nez B. Effect of a TARGET-Based Intervention on Students’ Motivational Change: A Study Throughout an Academic Year in Physical Education. J Teach Phys Educ. 2020; 39(2): 186–95. doi: https://doi.org/10.1123/jtpe.2018-0357 23. Bortoli L, Bertollo M, Filho E, Fronso S di, Robazza C. Implementing the TARGET Model in Physical Education: Effects on Perceived Psychobiosocial and Motivational States in Girls. Front Psychol. 2017; 08: 1517. doi: https://doi.org/10.3389/fpsyg.2017.01517 PMID: 28928700 24. Rudisill ME. Mastery Motivational Climates: Motivating Children to Move and Learn in Physical Educa- tion Contexts. Kinesiol Rev. 2016; 5(3): 157–69. doi: https://doi.org/10.1123/kr.2016-0009 25. Sevil J, Abo´ s A´ , Aibar A, Julia´ n JA, Garcı´a-Gonza´ lez L. Gender and corporal expression activity in phys- ical education. Eur Phys Educ Rev. 2016; 22(3): 372–89. doi: https://doi.org/10.1177/ 1356336X15613463 26. Weeldenburg G, Borghouts LB, Slingerland M, Vos S. Through students’ eyes: preferred instructional strategies for a motivating learning climate in secondary school physical education. Curriculum Stud Heal Phys Educ. 2021; 12(3): 268–86. doi: https://doi.org/10.1080/25742981.2021.1889383 27. Morgan K. Reconceptualizing motivational climate in physical education and sport coaching: An inter- disciplinary perspective. Quest. 2017; 69(1): 95–112. doi: https://doi.org/10.1080/00336297.2016. 1152984

Trang 13 · Đoạn 39Vị trí nguồn

28. Treasure DC. Enhancing young people’s motivation in youth sport: an achievement goal approach. In: Roberts GC, editor. Advances in motivation in sport and exercise. Champaign IL: Human Kinetics; 2001. pp. 79–100. PLOS ONE Impact of perceived teaching strategies on student motivation in secondary physical education PLOS ONE | https://doi.org/10.1371/journal.pone.0274964 September 22, 2022 13 / 14