Understanding motivational climates in physical education classes: How students perceive learning and performance-orient
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Understanding motivational climates in physical education classes: How students perceive learning and performance-oriented climates by teachers and peers F. Rodrigues 1,2,3
&
D. Monteiro 3,4 & D. Teixeira 5,6 & L. Cid 1,3
Accepted: 4 September 2020 # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract This study aimed to translate and validate the Learning and Performance Oriented in Physical Education Climate Questionnaire (LAPOPECQ) in a sample of Portuguese students. Additionally, this study examined if the measurement would be equivalent across samples and gender. For nomological validity, current study examined the relationships of motivational climates oriented by teachers and peers and behavioral regulations in the physical education context. Data from 536 Portuguese students (female = 256) aged 10 and 18 years (M = 13.33; SD = .47) were collected. Participants were involved in regular physical education classes two times per week, according to the Portuguese educational system. The four-correlated factor confirmatory and exploratory model provided acceptable fit to the data. In addition, multigroup analysis showed invariance among groups, namely between calibration and validation samples, and female and male students. Last, significant correlations were found between motivational climates and behavioral regulations as theoretically proposed, confirming nomological validity. The translated LAPOPECQ into Portuguese is a valid instrument assessing students’ perception of motivational climates oriented by teachers and peers. Keywords Physical education . Motivational climates . Exploratory factorial analysis . Measurement invariance . Nomological validity
Introduction The amount of research in physical education (PE) on enhancing motivation quality is substantial (Vasconcellos et al. 2019). Thus, the construct of perceived achievement has become one of the most popular factors to be measured regarding different adaptive outcomes or maladaptive consequences. Achievement Goal Theory (Nicholls 1984) in classroom * F. Rodrigues [email protected] 1
Sport Science School of Rio Maior (ESDRM – IPSantarém), Av. Dr. Mário Soares n°110, Rio Maior, Portugal
2
Life Quality Research Center (CIEQV), Santarém, Portugal
3
Research Center in Sport, Health and Human Development (CIDESD), Vila Real, Portugal
4
Department of Human Kinetics - ESECS, Polytechnique of Leiria, Leiria, Portugal
5
University of Lusófona (ULHT), Lisbon, Portugal
6
Interdisciplinary Center for the Study of Human Performance (CIPER), Lisbon, Portugal
settings (Ames and Archer 1988) is defined as the student’s view of learning and the goals they choose to pursue in an achievement setting. Based on developmental work with students, scholars concluded that motivational climates are related to the conception of adopted ability acting as goals of action, reflecting the student’s personal achievement within a particular context (Papaioannou 1994, 1998). In the educational context, teachers and peers’ behaviors ha
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