Abstract
The purpose of the study was to explore the relationships between perceived teacher-created motivational climate, students’ achievement goals and students’ self-talk in physical education. Six hundred and seventeen students (M = 13.36 years, SD = .74) completed the Automatic Self-Talk Questionnaire for Physical Education (ASTQ-PE), the Task and Ego Orientation in Physical Education Questionnaire (TEOPEQ), the Achievement Goal Questionnaire-Revised (AGQ-R), and the Perceptions of Teacher’s Emphasis on Goals Questionnaire (PTEGQ). Structural equation modeling with latent factors was used to test the hypothesized relationships. The results revealed that mastery climate had positive and indirect effect on students’ self-talk, through task goal orientation, while performance avoidance climate had negative and direct impact on students’ thought patterns. The results confirmed some bidirectional relationships between achievement goals and self-talk. Overall, our findings stress the importance of teachers’ behaviour on students’ cognitive outcomes in physical education lessons.
Similar content being viewed by others
Notes
Considering that CFA for ASTQ-PE in the two situations were quite similar, we presented the results only in situation when students imagined to play against high achievers because this measurement model will be used in mediation analysis. The CFA results for ASTQ-PE when playing with low achievers are available upon request from the first author.
References
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.
Arbuckle, J. L. (2012). AMOS users’ guide: Version 21.0. Chicago: SPSS.
Baumeister, R. F., Bratslavsky, E., Finkenauer, C., & Vohs, K. D. (2001). Bad is stronger than good. Review of General Psychology, 5, 323–370. https://doi.org/10.1037/1089-2680.5.4.323.
Biddle, S. J. H., Wang, C. K. J., Kavussanu, M., & Spray, C. M. (2003). Correlates of achievement goal orientations in physical activity: A systematic review of research. European Journal of Sport Science, 3, 1–20. https://doi.org/10.1080/17461390300073504.
Brophy, J. (2005). Goal theorists should move on from performance goals. Educational Psychologist, 40(3), 167–176. https://doi.org/10.1207/s15326985ep4003_3.
Burnett, P. C. (1996). Children’s self-talk and significant others’ positive and negative statements. Educational Psychology, 16, 57–67. https://doi.org/10.1080/0144341960160105.
Burnett, P. C. (1999). Children’s self-talk and academic self-concepts. The impact of teachers’ statements. Educational Psychology in Practice, 15, 195–200. https://doi.org/10.1080/0266736990150308.
Burnett, P. C., & McCrindle, A. R. (1999). The relationship between significant others’ positive and negative statements, self-talk and self-esteem. Child Study Journal, 29, 39–48.
Chen, F., Bollen, K. A., Paxton, P., Curran, P., & Kirby, J. (2001). Improper solutions in structural equation models: Causes, consequences, and strategies. Sociological Methods & Research, 29, 468–508. https://doi.org/10.1177/0049124101029004003.
Conroy, D. E., & Coatsworth, J. D. (2006). Coach training as a strategy for promoting youth social development. The Sport Psychologist, 20, 128–144. https://doi.org/10.1123/tsp.20.2.128.
Conroy, D. E., & Coatsworth, J. D. (2007). Coaching behaviours associated with changes in fear of failure: Changes in self-talk and need satisfaction as potential mechanisms. Journal of Personality, 75, 384–419. https://doi.org/10.1111/j.1467-6494.2006.00443.x.
Cumming, S. P., Smith, R. E., Smoll, F. L., Standage, M., & Grossbard, J. R. (2008). Development and validation of the achievement goal scale for youth sports. Psychology of Sport and Exercise, 9, 686–703. https://doi.org/10.1016/j.psychsport.2007.09.003.
Digelidis, N., Papaioannou, A., Laparidis, K., & Christodoulidis, T. (2003). A one-year intervention in 7th grade physical education classes aiming to change motivational climate and attitudes towards exercise. Psychology of Sport and Exercise, 4, 195–210. https://doi.org/10.1016/S1469-0292(02)00002-X.
Duda, J. L. (1996). Maximizing motivation in sport and physical education among children and adolescents: The case for greater task involvement. Quest, 48, 290–302. https://doi.org/10.1080/00336297.1996.10484198.
Duda, J. L. (2001). Achievement goal 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.
Duda, J. L., & Balaguer, I. (2007). Coach-created motivational climate. In S. Jowett & D. Lavallee (Eds.), Social psychology in sport (pp. 117–130). Champaign, IL: Human Kinetics.
Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 290–299. https://doi.org/10.1037/0022-0663.84.3.290.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34,169–189. https://doi.org/10.1207/s15326985ep3403_3.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232. https://doi.org/10.1037/0022-3514.72.1.218.
Elliot, A. J., & Hulleman, C. S. (2017). Achievement goals. In A. J. Elliot, C. S. Dweck & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (2nd. ed., pp. 43–60). New York: Guilford Press.
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613–628. https://doi.org/10.1037/0022-0663.100.3.613.
Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103, 632–648. https://doi.org/10.1037/a0023952.
Guerrero, M. C. M. (2005). Inner speech-L2: Thinking words in a second language. New York: Springer.
Hardy, J., Comoutos, N., & Hatzigeorgiadis, A. (2018). Reflections on the maturing research literature of self-talk in sport: Contextualizing the special issue. The Sport Psychologist, 32, 1–8. https://doi.org/10.1123/tsp.2017-0141.
Hardy, J., Oliver, E., & Tod, E. (2009). A framework for the study and application of self- talk within sport. In S. D. Mellalieu & S. Hanton (Eds.), Advances in applied sport psychology: A review (pp. 37–74). London: Routledge.
Hardy, J., & Zourbanos, N. (2016). Self-talk in sport. In R. Shinke, K. McGannon & B. Smith (Eds.), The Routledge international handbook of sport psychology (pp. 449–459). Oxfordshire: Routledge.
Harwood, C. G., Cumming, J., & Fletcher, D. (2004). Motivational profiles and psychological skills use within elite youth sport. Journal of Applied Sport Psychology, 16, 318–332. https://doi.org/10.1080/10413200490517986.
Hatzigeorgiadis, A., & Biddle, S. J. H. (1999). The effects of goal orientation and perceived competence on cognitive interference during tennis and snooker performance. Journal of Sport Behavior, 22, 479–501.
Hatzigeorgiadis, A., & Biddle, S. J. H. (2002). Cognitive interference during competition among volleyball players with different goal orientation profiles. Journal of Sports Sciences, 20, 707–715. https://doi.org/10.1080/026404102320219419.
Hatzigeorgiadis, A., Zourbanos, N., Galanis, E., & Theodorakis, Y. (2011). Self-talk and sports performance: A meta-analysis. Perspectives on Psychological Science, 6, 348–356. https://doi.org/10.1177/1745691611413136.
Hayduk, L. A., & Littvay, L. (2012). Should researchers use single indicators, best indicators, or multiple indicators in structural equation models? BMC Medical Research Methodology, 12, 159. https://doi.org/10.1186/1471-2288-12-159.
Heuzé, J. P., Sarrazin, P., Masiero, M., Raimbault, R., & Thomas, J. P. (2006). The relationships of perceived motivational climate to cohesion and collective efficacy in elite female teams. Journal of Applied Sport Psychology, 18, 201–218. https://doi.org/10.1080/10413200600830273.
Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141–184. https://doi.org/10.1007/s10648-006-9012-5.
Karamitrou, A., Comoutos, N., Hatzigeorgiadis, A., & Theodorakis, Y. (2017). A self-determination approach to understanding of athletes’ automatic self-talk. Sport, Exercise, and Performance Psychology, 6(4), 340–354. https://doi.org/10.1037/spy0000104.
Kenny, D. A., Kashy, D. A., & Bolger, N. (1998). Data analysis in social psychology. In D. Gilbert, S. Fiske & G. Lindzey (Eds.), Handbook of social psychology (Vol. 1, 4th ed., pp. 233–265). Boston: McGraw-Hill.
Kolovelonis, A., Goudas, M., & Dermitzaki, I. (2011). The effects of instructional and motivational self-talk on students’ motor task performance in physical education. Psychology of Sport and Exercise, 12, 153–158. https://doi.org/10.1016/j.psychsport.2010.09.002.
Korn, R. M., & Elliot, A. J. (2016). The 2 × 2 standpoints model of achievement goals. Frontiers in Psychology, 7, 742. https://doi.org/10.3389/fpsyg.2016.00742.
Latinjak, A. T., Zourbanos, N., López-Ros, V., & Hatzigeorgiadis, A. (2014). Goal-directed and undirected self-talk: Exploring a new perspective for the study of athletes’ self-talk. Psychology of Sport and Exercise, 15(5), 548–558. https://doi.org/10.1016/j.psychsport.2014.05.007.
Law, W., Elliot, A. J., & Murayama, K. (2012). Perceived competence moderates the relation between performance-approach and performance-avoidance goals. Journal of Educational Psychology, 104(3), 806–819. https://doi.org/10.1037/a0027179.
Maehr, M. L., & Nicholls, J. G. (1980). Culture and achievement motivation: A second look. In N. Warren (Ed.), Studies in cross-cultural psychology (pp. 221–267). New York: Academic Press.
Mardia, K. V. (1970). Measures of multivariate skewness and kurtosis with applications. Biometrika, 57, 519–530. https://doi.org/10.1093/biomet/57.3.519.
Martens, M. P., & Haase, R. F. (2006). Advanced applications of structural equation modeling in counseling psychology research. The Counseling Psychologist, 34, 878–911. https://doi.org/10.1177/0011000005283395.
Mascret, N., Elliot, A. J., & Cury, F. (2015). Extending the 3 × 2 achievement goal model to the sport domain: The 3 × 2 Achievement Goal Questionnaire for Sport. Psychology of Sport and Exercise, 17, 7–14. https://doi.org/10.1016/j.psychsport.2014.11.001.
Meichenbaum, D. (1977). Cognitive-behaviour modification: An integrative approach. New York: Plenum Press.
Morgan, K., & Carpenter, P. J. (2002). Effects of manipulating the motivational climate in Physical Education lessons. European Physical Education Review, 8, 207–229. https://doi.org/10.1177/1356336X020083003.
Nevitt, J., & Hancock, G. R. (2001). Performance of bootstrapping approaches to model test statistics and parameter standard error estimation in structural equation modeling. Structural Equation Modeling, 8(3), 353–377. https://doi.org/10.1207/S15328007SEM0803_2.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328–346. https://doi.org/10.1037/0033-295X.91.3.328.
Ntoumanis, N., & Biddle, S. J. H. (1999). A review of motivational climate in physical activity. Journal of Sport Sciences, 17, 643–665. https://doi.org/10.1080/026404199365678.
Oliver, E. J., Markland, D., Hardy, J., & Petherick, C. M. (2008). The effects of autonomy-supportive and controlling environments on self-talk. Motivation and Emotion, 32(3), 200–212. https://doi.org/10.1007/s11031-008-9097-x
Papaioannou, A. (1994). The development of a questionnaire to measure achievement orientations in physical education. Research Quarterly for Exercise and Sport, 65, 11–20. https://doi.org/10.1080/02701367.1994.10762203.
Papaioannou, A., Ampatzoglou, G., Kalogiannis, P., & Sagovits, A. (2008). Social agents, achievement goals, satisfaction and academic achievement in youth sport. Psychology of Sport and Exercise, 9, 122–141. https://doi.org/10.1016/j.psychsport.2007.02.003.
Papaioannou, A., & Kouli, O. (1999). The effects of task structure, perceived motivational climate, and goal orientation on students’ task involvement and anxiety. Journal of Applied Sport Psychology, 11, 51–71. https://doi.org/10.1080/10413209908402950.
Papaioannou, A., Marsh, H. W., & Theodorakis, Y. (2004). A multilevel approach to motivational climate in physical education and sport settings: An individual or a group level construct? Journal of Sport and Exercise Psychology, 26, 90–118. https://doi.org/10.1123/jsep.26.1.90.
Papaioannou, A. G., Tsigilis, N., Kosmidou, E., & Milosis, D. (2007). Measuring perceived motivational climate in physical education. Journal of Teaching in Physical Education, 26, 236–259. https://doi.org/10.1123/jtpe.26.3.236.
Papaioannou, A. G., Zourbanos, N., Krommidas, H., & Ampatzoglou, G. (2012). The place of achievement goals in the social context of sport: A critique of the trichotomous and 2 × 2 models. In G. Roberts & D. Treasure (Eds.), Motivation in sport and exercise (3rd ed., pp. 59–90). Champaign: Human Kinetics.
Roberts, G. C. (2001). Understanding the dynamics of motivation in physical activity: The influence of achievement goals on motivational process. In G. C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 1–50). Champaign: Human Kinetics.
Roberts, G. C., & Treasure, D. C. (1992). Children in sport. Sport Science Review, 1, 46–64.
Roberts, G. C., Treasure, D. C., & Conroy, D. E. (2007). Understanding the dynamics of motivation in sport and physical activity: An achievement goal interpretation. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of sport psychology (pp. 3–30). Hoboken: John Wiley.
Sallis, J. F., Simons-Morton, B., Stone, E., Corbin, C., Epstein, L. H., Faucette, N., Iannotti, R., Killen, J., Klesges, R., Petray, C., Rowland, T., & Taylor, W. (1992). Determinants of physical activity and interventions in youth. Medicine and Science in Sports and Exercise, 24(Suppl.), S248–S257. https://doi.org/10.1249/00005768-199206001-00007.
Sarrazin, P., Vallerand, R., Guillet, E., Pelletier, L., & Cury, F. (2002). Motivation and dropout in female handballers: A 21-month prospective study. European Journal of Social Psychology, 32, 395–418. https://doi.org/10.1002/ejsp.98.
Schacter, D. L. (1999). The seven sins of memory: Insights from psychology and cognitive neuroscience. American Psychologist, 54, 182–203. https://doi.org/10.1037/0003-066X.54.3.182.
Telama, R., Yang, X., Viikari, J., Välimäki, I., Wanne, O., & Raitakari, M. D. (2005). Physical activity from childhood to adulthood: A 21-year tracking study. American Journal of Preventive Medicine, 28, 267–273. https://doi.org/10.1016/j.amepre.2004.12.003.
Theodorakis, Y., Hatzigeorgiadis, A., & Zourbanos, N. (2012). Cognitions: Self-talk and performance. In S. Murphy (Ed.), The Oxford handbook of sport and performance psychology (pp. 191–212). New York: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199731763.013.0010.
Urdan, T., & Mestas, M. (2006). The goals behind performance goals. Journal of Educational Psychology, 98, 354–365. https://doi.org/10.1037/0022-0663.98.2.354.
Van Raalte, J. L., Vincent, A., & Brewer, B. W. (2016). Self-talk: Review and sport-specific model. Psychology of Sport and Exercise, 22, 139–148. https://doi.org/10.1016/j.psychsport.2015.08.004.
Vazou, S., Ntoumanis, N., & Duda, J. L. (2006). Predicting young athletes’ motivational indices as a function of their perceptions of the coach- and peer-created climate. Psychology of Sport & Exercise, 7, 215–233. https://doi.org/10.1016/j.psychsport.2005.08.007.
Vesković, A. (2012). Parents as agents of sports socialization of the youth. (Doctoral dissertation, Faculty of Philosophy, Belgrade, Serbia) Retrieved from National Library of Serbia. https://doi.org/10.2298/BG20121108VESKOVIC.
Walling, M. D., & Duda, J. L. (1995). Goals and their association with beliefs about success in and perceptions of the purpose of physical education. Journal of Teaching in Physical Education, 14, 140–156. https://doi.org/10.1123/jtpe.14.2.140.
Weigand, D. A., & Burton, S. (2002). Manipulating achievement motivation in physical education by manipulating the motivational climate. European Journal of Sport Science, 2, 1–14. https://doi.org/10.1080/17461390200072102.
Zourbanos, N. (2013). The use of instructional and motivational self-talk in setting up a physical education lesson. Journal of Physical Education, Recreation & Dance, 84, 54–58. https://doi.org/10.1080/07303084.2013.827555.
Zourbanos, N., Hatzigeorgiadis, A., Chroni, S., Theodorakis, Y., & Papaioannou, A. (2009). Automatic Self-Talk Questionnaire for Sports (ASTQS): Development and preliminary validation of a measure identifying the structure of athletes’ self-talk. The Sport Psychologist, 23, 233–251. https://doi.org/10.1123/tsp.23.2.233.
Zourbanos, N., Hatzigeorgiadis, A., Goudas, M., Papaioannou, A., Chroni, S., & Theodorakis, Y. (2011). The social side of self-talk: Relationships between perceptions of support received from the coach and athletes’ self-talk. Psychology of Sport and Exercise, 12, 407–414. https://doi.org/10.1016/j.psychsport.2011.03.001.
Zourbanos, N., Hatzigeorgiadis, A., Tsiakaras, N., Chroni, S., & Theodorakis, Y. (2010). A multi-method examination of the relationship between coaching behavior and athletes’ inherent self-talk. Journal of Sport and Exercise Psychology, 32, 764–785. https://doi.org/10.1123/jsep.32.6.764.
Zourbanos, N., Haznadar, A., Papaioannou, A., Tzioumakis, Y., Krommidas, C., & Hatzigeorgiadis, A. (2016). The relationships between athletes’ perceptions of coach-created motivational climate, self-talk, and self-efficacy in youth soccer. Journal of Applied Sport Psychology, 28, 97–112. https://doi.org/10.1080/10413200.2015.1074630.
Zourbanos, N., Papaioannou, A., Argyropoulou, E., & Hatzigeorgiadis, A. (2014). Achievement goals and self-talk in physical education: The moderating role of perceived competence. Motivation and Emotion, 38, 235–251. https://doi.org/10.1007/s11031-013-9378.
Zourbanos, N., Theodorakis, Y., & Hatzigeorgiadis, A. (2006). Coaches’ behavior, social support and athletes’ self-talk. Hellenic Journal of Psychology, 3, 150–163.
Acknowledgements
We would like to thank the students and teachers for their help and cooperation.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
The authors declare that they have no conflict of interest.
Ethical approval
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent
Informed consent was obtained from all individual participants included in the study.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Marjanović, M., Comoutos, N. & Papaioannou, A. The relationships between perceived motivational climate, achievement goals and self-talk in physical education: Testing the mediating role of achievement goals and self-talk. Motiv Emot 43, 592–609 (2019). https://doi.org/10.1007/s11031-019-09760-2
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11031-019-09760-2