The relationships between perceived motivational climate, achievement goals and self-talk in physical education: Testing the mediating role of achievement goals and self-talk
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.
KeywordsMotivational climate Achievement goals Self-talk Students Physical education
We would like to thank the students and teachers for their help and cooperation.
Compliance with ethical standards
Conflict of interest
The authors declare that they have no conflict of interest.
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 was obtained from all individual participants included in the study.
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