"Don't do it for me. Do it for yourself!" Stressing the personal relevance enhances motivation in physical education

Journal of Sport and Exercise Psychology

Volumn 25, Issue 2, 2003, Pages 145-160

  Simons, Joke ^a   Dewitte, Siegfried ^a   Lens, Willy ^a  

^a UNIVERSITY OF LEUVEN   (Belgium)

Author keywords

Instrumentality; Motivated behavior; Performance enhancement

Indexed keywords

EID: 0038095608     PISSN: 08952779     EISSN: None     Source Type: Journal    
DOI: 10.1123/jsep.25.2.145     Document Type: Article

References (52)

1. Ames, C. (1992a). Classrooms: Goals, structures and student motivation. Journal of Educational Psychology, 84, 261-271.
2. Ames, C. (1992b), Achievement goals and the classroom motivational climate. In D.H. Schunk & J.L. Meece (Eds.), Student perceptions in the classroom (pp. 327-348). Hillsdale, NJ: Erlbaum.
3. Biddle, S.J.H (Ed.) (1995). European perspectives on exercise and sport psychology. Champaign, IL: Human Kinetics.
4. Brislin, R.W. (1986). The wording and translation of research instruments. In W.J. Lonner & J.W. Berry (Eds.), Field methods in cross-cultural research: Cross-cultural research and methodology series, Vol. 8 (pp. 137-164). Thousand Oaks, CA: Sage.
5. Brunel, P.C. (1999). Relationship between achievement goal orientations and perceived motivational climate on intrinsic motivation. Scandinavian Journal of Medicine and Sciences in Sports, 9, 365-374.
6. Chung, P., & Leung, M. (1998). Attitudes toward physical activity among primary school children in Hong Kong and Taiwan. Journal of Health, Physical Education, Recreation and Dance, 34, 32-37.
7. Deci, E.L. (1975). Intrinsic motivation. New York: Plenum.
8. Deci, E.L., Eghrari, H., Patrick, B.C., & Leone, D.R. (1994). Facilitating internalization: The self-determination theory perspective. Journal of Personality, 62, 119-142.
9. Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
10. Deci, E.L., & Ryan, R.M. (1991). A motivational approach to the self: Integration in personality. In R. Dienstbier (Ed.), Nebraska symposium on motivation: Vol 38. Perspectives on motivation (pp. 237-288). Lincoln: University of Nebraska Press.
11. Duda, J.L. (1993). Goals: A social-cognitive approach to the study of achievement motivation in sport. In R.N. Singer, M. Murphey, & L.K. Tennant (Eds.), Handbook of research on sport psychology (pp. 421-436). New York: MacMillan.
12. Duda, J.L., Chi, L., Newton, M.L., Walling, M.D., & Catley, D. (1995). Task and ego orientation and intrinsic motivation in sport. International Journal of Sport Psychology, 26, 40-63.
13. Duda, J.L., Fox, K.R., Biddle, S.J., & Armstrong, N. (1992). Children's achievement goals and beliefs about success in sport. British Journal of Educational Psychology, 62, 313-323.
14. Duda, J.L., & Nicholls, J.G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 290-299.
15. Eccles, J.S., & Wigfield, A. (1995). In the mind of the actor: The structure of students' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215-225.
16. Ferrer-Caja, E., & Weiss, M.R. (2000). Predictors of intrinsic motivation among adolescent students in physical education. Research Quarterly for Exercise and Sport, 71, 267-279.
17. Goudas, M., & Biddle, S. (1994). Perceived motivational climate and intrinsic motivation in school physical education classes. European Journal of Psychology of Education, 9, 241-250.
18. Hall, H.K., & Kerr, A.W. (1997). Motivational antecedents of precompetitive anxiety in youth sport. The Sport Psychologist, 11, 24-42.
19. Heyman, G.D., & Dweck, C.S. (1992). Achievement goals and intrinsic motivation: Their relation and their role in adaptive motivation. Motivation and Emotion, 16, 231-247.
20. Husman, J., & Lens, W. (1999). The role of the future in student motivation. Educational Psychologist, 34, 113-125.
21. Kremer, J., Trew, K., & Ogle, S. (1997). Young people's involvement in sport. London: Routledge.
22. Laus, C., & Fisher, R. (1999). Pupils' interpretations of physical education. In C.A. Hardy & M. Mawer (Eds.), Learning and teaching in physical education (pp. 23-37). London: Roudedge.
23. Lens, W. (2001). How to combine intrinsic task-motivation with the motivational effects of the instrumentality of present tasks for future goals. In A. Efklides, J. Kuhl, & R. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 23-36). Dortrecht, The Netherlands: Kluwer.
24. Lens, W., & Rand, P. (1997). Combining intrinsic goal orientation with professional instrumentality/utility in student motivation. Polish Psychological Bulletin, 28, 103-123.
25. Miller, R.B., Debacker, T.K., & Greene, B.A. (1999). Perceived instrumentality and academics: The links to task valuing. Journal of Instructional Psychology, 26, 250-260.
26. Newton, M., & Duda, J.L. (1999). The interaction of motivational climate, dispositional goal orientations, and perceived ability in predicting indices of motivation. International Journal of Span Psychology, 30, 63-82.
27. Nicholls, J.G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
28. Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. The British Journal of Educational Psychology, 71, 225-242.
29. Ntoumanis, N., & Biddle, S.J.H. (1999). A review of motivational climate in physical activity. Journal of Sports Sciences, 17, 643-665.
30. Papaioannou, A. (1994). Development of a questionnaire to measure achievement orientations in physical education. Research Quarterly for Exercise and Sport, 65, 11-20.
31. Papaioannou, A. (1995). Differential perceptual and motivational patterns when different goals are adopted. Journal of Sport & Exercise Psychology, 17, 18-34.
32. Papaioannou, A. (1998). Students' perceptions of the physical education class environment for boys and girls and the perceived motivational climate. Research Quarterly for Exercise and Sport, 69, 267-275.
33. Papaioannou, A., & Kouli, O. (1999). The effect of task structure, perceived motivational climate and goal orientations on students' task involvement and anxiety. Journal of Applied Sport Psychology, 11, 51-71.
34. Rigby, C.S., Deci, E.L., Patrick, B.C., & Ryan, R.M. (1992). Beyond the intrinsic-extrinsic dichotomy: Self-determination in motivation and learning. Motivation and Emotion, 16, 165-185.
35. Roberts, G.C., & Treasure, D.C. (1995). Achievement goals, motivational climate and achievement strategies and behaviors in sport. International Journal of Sport Psychology, 26, 64-80.
36. Ryan, R.M., & Deci, E.L. (2000). Self-Determination Theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55, 68-78.
37. Ryan, R.M., Frederick, C.M., Lepes, D., Rubio, N., & Sheldon, K.M. (1997). Intrinsic motivation and exercise adherence. International Journal of Sport Psychology, 28, 335-354.
38. Sansone, C., Weir, C., Harpster, L., & Morgan, C. (1992). Effects of instruction on intrinsic interest. The importance of the context. Journal of Personality and Social Psychology, 51, 918-931.
39. Seifriz, J.J., Duda, J.L, & Chi, L. (1992). The relationship of perceived motivational climate to intrinsic motivation and beliefs about success in basketball. Journal of Sport & Exercise Psychology, 14, 375-391.
40. Simons, J., Dewitte, S., & Lens, W. (2000). Wanting to have versus wanting to be: The effect of perceived instrumentality on goal orientation. British Journal of Psychology, 91, 335-351.
41. Spray, C.M., Biddle, S.J.H., & Fox, K.R (1999). Achievement goals, beliefs about the causes of success and reported emotion in post-16 physical education. Journal of Sports Sciences, 17, 213-219.
42. Theeboom, M., De Knop, P., & Weiss, M.R. (1995). Motivational climate, psychological responses, and motor skill development in children's sport: A field-based intervention study. Journal of Sport & Exercise Psychology, 17, 294-311.
43. Treasure, D.C. (1997). Perceptions of the motivational climate and elementary school children's cognitive and affective response. Journal of Sport & Exercise Psychology, 19, 278-290.
44. Treasure, D.C., & Roberts, G.G. (1998). Relationship between female adolescents' achievement goal orientations, perceptions of the motivational climate, belief about success and sources of satisfaction in basketball, International Journal of Sport Psychology, 29, 211-230.
45. Urdan, T.C. (1997). Examining the relations among early adolescent students' goals and friends' orientation toward effort and achievement in school. Contemporary Educational Psychology, 22, 165-191.
46. Wankel, L.M. (1993). The importance of enjoyment to adherence and psychological benefits from physical activity. International Journal of Sport Psychology, 24, 151-169.
47. Weiss, M.R., & Ebbeck, V. (1996). Self-esteem and perceptions of competence in youth sport: Theory, research, and enhancement strategies. In O. Bar-Or (Ed.), The encyclopaedia of sports medicine: Vol. 5. The child and adolescent athlete (pp. 364-382). Oxford: Blackwell Scientific.
48. Wentzel, K.R. (1991). Social competence at school: Relation between social responsibility and academic achievement. Review of Educational Research, 61, 1-24.
49. Wigfield, A., & Eccles, J.S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.
50. Williams, L. (1998). Contextual influences and goal perspectives among female youth sport participants. Research Quarterly for Exercise and Sport, 69, 47-57.
51. Yoo, J. (1999). Motivational-behavioral correlates of goal orientation and perceived motivational climate in physical education contexts. Perceptual and Motor Skills, 89, 262-274.
52. Zaleski, Z. (Ed.) (1994). Psychology of future orientation. Lublin, Poland: Towarzystwo Naukowe KUL.