Situational and dispositional factors that predict motivationA multilevel study

  1. Heriberto Antonio Pineda-Espejel 1
  2. Jeanette López-Walle 2
  3. Inés Tomás 3
  1. 1 Universidad Autónoma de Baja California
    info

    Universidad Autónoma de Baja California

    Mexicali, México

    ROR https://ror.org/05xwcq167

  2. 2 Universidad Autónoma de Nuevo León
    info

    Universidad Autónoma de Nuevo León

    San Nicolás de los Garza, México

    ROR https://ror.org/01fh86n78

  3. 3 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Año de publicación: 2017

Volumen: 20

Tipo: Artículo

DOI: 10.1017/SJP.2017.17 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: The Spanish Journal of Psychology

Objetivos de desarrollo sostenible

Resumen

This study aimed to test a multilevel mediation model which examined the relationship between the perceived motivational climate created by coaches at team level and motivational regulations towards sport at individual level, as mediated by individual goal orientations. 211 university athletes from 20 teams training in different types of sport completed a battery of instruments that measured the variables included in the model. The statistics significance level was .05. Results of the multilevel mediation model revealed that the task-involving climate at team level positively predicted individual task orientation (γ01 = .77, p < .001) and autonomous motivation for sport practice (γ01 = .68, p = .03). Task orientation positively predicts the autonomous motivation (γ10 =.51, p < .01), and inversely the non motivation (γ10 = –.76, p < .001). Also task orientation partially mediated the relationship between task-involving climate and autonomous motivation (b1b2 = .39; 95% CI = [.11, .68]; τ = .68, p < .05), and fully mediated the relationship between task-involving climate and amotivation (b1b2 = –.58; 95% CI = [–.92, –.25]; τ = –.62, p >.05). The results are in line with previous research that have focused in the study of motivational climate at individual level, but the present study make a novel contribution by providing the perspective of a multilevel mediation model and thereby clarifying the phenomenon at team level.

Referencias bibliográficas

  • Ames C. (1992). Classrooms: Goals, structures and student motivation. Journal of Educational Psychology, 84, 261–271. https://doi.org/10.1037/0022-0663.84.3.261
  • Ames C. (1995). Achievement goals, motivational climate, and motivational processes. In G. Roberts (Ed.), Motivation in sports and exercise (pp. 197–214). Champaign, IL: Human Kinetics Books.
  • Anderson N. R., & West M. A. (1998). Measuring climate for work group innovation: Development and validation of the team climate inventory. Journal of Organizational Behavior, 19, 235–258. https://doi.org/10.1002/(SICI)10991379(199805)19:3<235::AID-JOB837>3.0.CO;2-C
  • Balaguer I., Castillo I., & Duda J. L. (2007). Propiedades psicométricas de la escala de motivación deportiva en deportistas españoles [Psychometric properties of the scale of sports motivation in Spanish athletes]. Revista Mexicana de Psicología, 24, 197–207.
  • Balaguer I., Castillo I., Duda J., & García-Merita M. (2011). Asociaciones entre la percepción del clima motivacional creado por el entrenador, orientaciones disposicionales de meta, regulaciones motivacionales y vitalidad subjetiva en jóvenes jugadoras de tenis [Associations between the perception of motivational climate created by coaches, dispositional goal orientations, forms of self-regulation and subjective vitality in young tennis players]. Revista de Psicología del Deporte, 20, 133–148.
  • Bartholomew K. J., Ntoumanis N., & Thøgersen-Ntoumani C. (2010). The controlling interpersonal style in a coaching context: Development and initial validation of a psychometric scale. Journal of Sport and Exercise Psychology, 32, 193–216. https://doi.org/10.1123/jsep.32.2.193
  • Biddle S. J. H. (2001). Enhancing motivation in physical education. In G. C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 101–127). Champaign, IL: Human Kinetics.
  • Brunel P. C. (1999). Relationship between achievement goal orientations and perceived motivational climate on intrinsic motivation. Scandinavian Journal of Medicine and Science in Sports, 9, 365–374. https://doi.org/10.1111/ j.1600-0838.1999.tb00258.x
  • Chan D. (1998). Functional relations among constructs in the same content domain at different levels of analysis: A typology of composition models. Journal of Applied Psychology, 83, 234–246. https://doi.org/10.1037/ 0021-9010.83.2.234
  • Curran T., Hill A. P., Hall H. K., & Jowett G. E. (2015). Relationships between the coach-created motivational climate and athlete engagement in youth sport. Journal of Sport and Exercise Psychology, 37, 193–198. https://doi. org/10.1123/jsep.2014-0203
  • Deci E. L., & Ryan R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024–1037. https://doi.org/10.1037/ 0022-3514.53.6.1024
  • Deci E. L., & Ryan R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska symposium on motivation: Vol. 38. Perspectives on motivation (pp. 237–288). Lincoln, NE: University of Nebraska Press.
  • Deci E. L., & Ryan R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. https://doi. org/10.1207/S15327965PLI1104_01
  • Duda J. L. (2001). Goal perspective research in sport: Pushing the boundaries and clarifying some misunderstandings. In G. C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 129–182). Champaign, IL: Human Kinetics.
  • Dunlap W. P., Burke M. J., & Smith-Crowe K. (2003). Accurate test of statistical significance for rWG and average deviation interrater agreement indexes. Journal of Applied Psychology, 88, 356–362. https://doi. org/10.1037/0021-9010.88.2.356
  • Fenton S. A. M., Duda J. L., Appleton P. R., & Barrett T. G. (2016). Empowering youth sport environments: Implications for daily moderate-to-vigorous physical activity and adiposity. Journal of Sport and Health Science. https://doi.org/10.1016/j.jshs.2016.03.006
  • Healy L. C., Ntoumanis N., & Duda J. L. (2016). Goal motives and multiple-goal striving in sport and academia: A person-centered investigation of goal motives and inter-goal relations. Journal of Science & Medicine in Sport, https://doi.org/10.1016/j.jsams.2016.03.001
  • Heck R. H., & Thomas S. L. (2000). An introduction to multilevel modeling techniques. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Jaakkola T., Ntoumanis N., & Liukkonen J. (2016). Motivational climate, goal orientation, perceived sport ability, and enjoyment within Finnish junior ice hockey players. Scandinavian Journal of Medicine & Science in Sports, 26, 109–115. https://doi.org/10.1111/sms.12410
  • Judge T. A., Bono J. E., Erez A., & Locke E. A. (2005). Core self-evaluations and job and life satisfaction: The role of self-concordance and goal attainment. Journal of Applied Psychology, 90, 257–268. https://doi.org/10.1037/ 0021-9010.90.2.257
  • Langan E., Hodge K., McGowan S., Carney S., Saunders V., & Lonsdale C. (2016). The influence of controlled motivation alongside autonomous motivation: Maladaptive, buffering, or additive effects? International Journal of Sport and Exercise Psychology, 14, 57–71. https://doi.org/ 10.1080/1612197x.2015.1016084
  • López-Walle J., Balaguer I., Castillo I., & Tristán J. (2011). Clima motivacional percibido, motivación autodeterminada y autoestima en jóvenes deportistas mexicanos [Perceived motivational climate, selfdetermined motivation and self-esteem in young Mexican athletes]. Revista de Psicología del Deporte, 20, 209–222.
  • López-Walle J., Balaguer I., Meliá J. L., Castillo I., & Tristán J. (2011). Adaptación a la población mexicana del Cuestionario de Orientación al Ego y a la Tarea en el Deporte [Task and Ego Orientation in Sport Questionnaire (TEOSQ) Adapted to Mexican population]. Revista de Psicología del Deporte, 20, 523–536.
  • Moreno J. A., Cervelló E., & González-Cutré D. (2007). Analizando la motivación en el deporte: Un estudio a través de la teoría de la autodeterminación [Analyzing motivation in sport: A study using self-determination theory]. Apuntes de Psicología, 25, 35–51.
  • Moreno J. A., Cervelló E., & González-Cutré D. (2008). Relationships among goal orientations, motivational climate and flow in adolescent athletes: Differences by gender. The Spanish Journal of Psychology, 11, 181–191. https://doi.org/10.1017/S1138741600004224
  • 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 Sport Psychology, 30, 63–82.
  • Nicholls J. G. (1984). Conceptions of ability and achievement motivation. In R. Ames & C. Ames (Eds.), Research on motivation in education: Student motivation (Vol. I., pp. 39–73). New York, NY: Academic Press.
  • Nicholls J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University.
  • Ntoumanis N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71, 225–242. https://doi.org/10.1348/000709901158497
  • Nunnally J. C. (1978). Psychometric theory. New York, NY: McGraw-Hill.
  • Pineda A., López-Walle J., & Medina M. (2011). Clima motivacional y orientación de metas en clavadistas juveniles mexicanos [Motivational climate and goal orientation in young Mexican divers]. Revista de Ciencias del Ejercicio FOD, 6, 4–7.
  • Raudenbush S. W., & Bryk A. S. (2002). Hierarchical linear models: Applications and data analysis methods. Dewbury Park, CA: Sage.
  • Reeve J. (1989). The interest-enjoyment distinction in intrinsic motivation. Motivation and Emotion, 13, 83–103. https://doi.org/10.1007/BF00992956
  • Reyes M. A. (2009). Clima motivacional y orientación de meta en futbolistas peruanos de primera división [Motivational climate and goal orientation in Peruvian first division football players]. Cuadernos de Psicología del Deporte, 9, 5–20.
  • Ryan R. M., & Deci E. L. (1989). Bridging the research traditions of task/ego involvement and Intrinsic/Extrinsic motivation: Comment on Butler (1987). British Journal of Educational Psychology, 81, 265–268. https://doi.org/ 10.1037/0022-0663.81.2.265
  • Sánchez P., Leo F., Gómez F., Sánchez D., Cruz E., & García T. (2009). Orientaciones de metas y clima motivacionales de los otros significativos en jóvenes de jugadores extremeños de balonmano [Goal orientations and motivational climate of the other significatives in young handball players from Extremadura]. Retos, 16, 22–27.
  • Smith R. E., Cumming S. P., & Smoll F. L. (2008). Development and validation of the Motivational Climate Scale for Youth sports. Journal of Applied Sport Psychology, 20, 116–136. https://doi.org/10.1080/10413200701790558
  • Smith N., Tessier D., Tzioumakis Y., Fabra P., Quested E., Appleton P., … Duda. J. L. (2016). The relationship between observed and perceived assessments of the coach-created motivational environment and links to athlete motivation. Psychology of Sport & Exercise, 23, 51–63. https://doi.org/10.1016/j.psychsport.2015.11.001
  • Sobel M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. Sociological Methodology, 13, 290–312. https://doi.org/10.2307/270723
  • Standage M., Duda J. L., & Ntoumanis N. (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of Educational Psychology, 95, 97–110. https://doi.org/ 10.1037/0022-0663.95.1.97
  • Taylor A. B., MacKinnon D. P., & Tein J. Y. (2008). Tests of the three-path mediated effect. Organizational Research Methods, 11, 241–269. https://doi.org/10.1177/1094428107300344
  • Vansteenkiste M., Zhou M., Lens W., & Soenens B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing of immobilizing? Journal of Educational Psychology, 97, 468–483. https://doi.org/10.1037/ 0022-0663.97.3.468
  • Zhang Z., Zyphur M. J., & Preacher K. J. (2009). Testing multilevel mediation using hierarchical linear models: Problems and solutions. Organizational Research Methods, 12, 695–719. https://doi.org/10.1177/1094428108327450