The social-cognitive model of achievement motivation in physical education;Modelo cognitivo-social de la motivación de logro en educación física

Psicothema

Volumn 20, Issue 4, 2008, Pages 642-651

  González Cutre Coll, David ^a,b   Sicilia Camacho, Álvaro ^a,b   Moreno Murcia, Juan Antonio ^a,b  

^a UNIVERSITY OF ALMERÍA   (Spain)

^b UNIVERSITY OF MURCIA   (Spain)

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; ADOLESCENT; ARTICLE; CHILD; COGNITION; FEMALE; HUMAN; MALE; MOTIVATION; PERCEPTION; PHYSICAL EDUCATION; QUESTIONNAIRE;

ACHIEVEMENT; ADOLESCENT; CHILD; COGNITION; FEMALE; HUMANS; MALE; MOTIVATION; PHYSICAL EDUCATION AND TRAINING; QUESTIONNAIRES; SOCIAL PERCEPTION;

EID: 55449133637     PISSN: 02149915     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (49)

1. Anderson, J.C., y Gerbing, D.W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103, 411-423.
2. Bentler, P.M. (1989). EQS structural equations program manual. Los Angeles: BMDP Statistical Software.
3. Biddle, S.J.H., Wang, C.K.J., Chatzisarantis, N.L.D., y Spray, C.M. (2003). Motivation for physical activity in young people: Entity and incremental beliefs about athletic ability. Journal of Sports Sciences, 21, 973-989.
4. Bollen, K.A. (1989). Structural equations with latent variables. New York: Wiley.
5. Bollen, K.A., y Long, J.S. (1993). Testing structural equation models. Newbury Park, CA: Sage.
6. Cecchini, J.A., González, C., López Prado, J., y Brustad, R.J. (2005). Relación del clima motivacional percibido con la orientación de meta, la motivación intrínseca y las opiniones y conductas de fair play. Revista Mexicana de Psicología, 22, 469-479.
7. Cecchini, J.A., González, C., Méndez, A., Fernández-Río, J., Contreras, O., y Romero, S. (2008). Metas sociales y de logro, persistencia-esfuerzo e intenciones de práctica deportiva en el alumnado de Educación F́isica. Psicothema, 20, 260-265.
8. Cury, F., Elliot, A.J., Da Fonseca, D., y Moller, A.C. (2006). The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 90, 666-679.
9. DeBacker, T., y Schraw, G. (1995). Beliefs about intelligence and academic goals. Contemporary Educational Psychology, 20, 464-468.
10. Deci, E.L., y Ryan, R.M. (2000). The «what» and «why» of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11, 227-268.
11. Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
12. Dweck, C.S., y Leggett, E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
13. Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
14. Elliot, A.J., y Conroy, D.E. (2005). Beyond the dichotomous model of achievement goals in sport and exercise psychology. Sport and Exercise Psychology Review, 1(1), 17-25.
15. Elliot, A.J., y McGregor, H.A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
16. Forster, J., Higgins, E.T., e Idson, L.C. (1998). Approach and avoidance strength during goal attainment: Regulatory focus and the «goal looms larger» effect. Journal of Personality and Social Psychology, 75, 1115-1131.
17. Fox, K.R. (1990). The Physical Self-Perception Profile manual. DeKalb: Office for Health Promotion, Northern Illinois University.
18. Fox, K.R., y Corbin, C.D. (1989). The Physical Self-Perception Profile: Development and preliminary validation. Journal of Sport and Exercise Psychology, 11, 408-430.
19. González-Cutre, D., Martínez Galindo, C., Alonso, N., Cervelló, E., Conte, L., y Moreno, J.A. (2007). Las creencias implícitas de habilidad y los mediadores psicológicos como variables predictoras de la motivacion autodeterminada en deportistas adolescentes. En J. Castellano y O. Usabiaga (Eds.): Investigación en la actividad física y et deporte II (pp. 407-417). Vitoria: Universidad del País Vasco.
20. Goudas, M., Biddle, S.J.H., y Fox, K. (1994). Perceived locus of causality, goal orientations and perceived competence in school physical education classes. British Journal of Educational Psychology, 64, 453-463.
21. Guan, J., Xiang, P., McBride, R., y Bruene, A. (2006). Achievement goals, social goals and students' reported persistence and effort in high school physical education. Journal of Teaching in Physical Education, 25, 58-74.
22. Hair, J.F., Anderson, R.E., Tatham, R.L., y Black, W.C. (1998). Multivariate Data Analysis. Upper Saddle River, NJ: Prentice-Hall.
23. Hershberger, S.L. (2006). The problem of equivalent structural models. En G.R. Hancock y R.O. Mueller (Eds.): Structural equation modeling: A second course (pp. 13-42). Greenwich, CT: Information Age Publishing.
24. Hong, Y.Y, Chiu, C., Dweck, C.S., Lin, D., y Wan, W. (1999). Implicit theories, attributions and coping: A meaning system approach. Journal of Personality and Social Psychology, 77, 588-599.
25. Hu, L., y Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
26. a ed.). Chicago: SPSS.
27. McDonald, R.P. (1997). Haldane's lungs: A case study in path analysis. Multivariate Behavioral Research, 32, 1-38.
28. McDonald, R.P., y Ho, R.M. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7, 64-82.
29. Moller, A.C., y Elliot, A.J. (2006). The 2 × 2 achievement goal framework: An overview of empirical research. En A. Mittel (Ed.): Focus on educational psychology (pp. 307-326). New York: Nova Science Publishers, Inc.
30. Moreno, J.A., y Cervelló, E. (2005). Physical self-perception in Spanish adolescents: Effects of gender and involvement in physical activity. Journal of Human Movement Studies, 48, 291-311.
31. Moreno, J.A., González-Cutre, D., y Chillón, M. (en prensa). Preliminary validation in Spanish of a scale designed to measure motivation in physical education classes: The Perceived Locus of Causality (PLOC) Scale. Spanish Journal of Psychology.
32. Moreno, J.A., González-Cutre, D., y Sicilia, A. (en prensa). Metas de logro 2 × 2 en estudiantes españoles de educación física. Revista de Educación.
33. Newton, M., Duda, J.L., y 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, 275-290.
34. Nien, C-L., y Duda, J.L. (2008). Antecedents and consequences of approach and avoidance achievement goals: A test of gender invariance. Psychology of Sport and Exercise, 9, 352-372.
35. Ntoumanis, N. (2005). A prospective study of participation in optional school physical education using a self-determination theory framework. Journal of Educational Psychology, 97, 444-453.
36. Ntoumanis, N., y Biddle, S.J.H. (1999). A review of motivational climate in physical activity. Journal of Sports Sciences, 17, 643-665.
37. Ommundsen, Y. (2001a). Students' implicit theories of ability in physical education classes: The influence of the motivational aspects of the learning environment. Learning Environments Research, 4, 139-158.
38. Ommundsen, Y. (2001b). Self-handicapping strategies in physical education classes: The influence of implicit theories of the nature of ability and achievement goal orientations. Psychology of Sport and Exercise, 2, 139-156.
39. Schumacker, R.E., y Lomax, R.G. (1996). A beginner's guide to structural equation modeling. Mahwah, NJ: Erlbaum.
40. Spray, C.M., Wang, C.K.J., Biddle, S.J.H., Chatzisarantis, N.L.D., y Warburton, V.E. (2006). An experimental test of self-theories of ability in youth sport. Psychology of Sport and Exercise, 7, 255-267.
41. Standage, M., Duda, J.L., y Ntoumanis, N. (2006). Students' motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research Quarterly for Exercise and Sport, 77, 100-110.
42. Taylor, I.M., Ntoumanis, N., y Standage, M. (2008). A self-determination theory approach to understanding the antecedents of teachers' motivational strategies in physical education. Journal of Sport and Exercise Psychology, 30, 75-94.
43. Tinning, R., y Siedentop, D. (1985). The characteristics of tasks and accountability in student teaching. Journal of Teaching in Physical Education, 4, 286-299.
44. Torregrosa, M., Sousa, C., Viladrich, C., Villamarin, F., y Cruz., J. (2008). El clima motivacional y el estilo de comunicación del entrenador como predictores del compromiso en futbolistas jóvenes. Psicothema, 20, 254-259.
45. Valle, A., Cabanach, R.G., Rodríguez, S., Nuñez, J.C., y González-Pienda, J.A. (2006). Metas académicas, estrategias cognitivas y estrategias de autorregulación del estudio. Psicothema, 18, 165-170.
46. Vallerand, R.J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. En M.P. Zanna (Ed.): Advances in experimental social psychology (pp. 271-360). New York: Academic Press.
47. a ed., pp. 389-416). New York: John Wiley & Sons.
48. Wang, C.K.J., y Biddle, S.J.H. (2003). Intrinsic motivation towards sports in Singaporean students: The role of sport ability beliefs. Journal of Health Psychology, 8, 515-523.
49. Xiang, P., Lee, A., y Shen, J. (2001). Conceptions of ability and achievement goals in physical education: Comparisons of American and Chinese students. Contemporary Educational Psychology, 26, 348-365.