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Abstract:
Research supports
the prediction of self-determination theory (SDT: Ryan & Deci, 2002),
that psychological functioning, motivation, and well-being are
influenced by the degree to which one’s needs for competence, autonomy,
and relatedness are satisfied. Recently, Sheldon and Niemiec (2006)
found that the balance of need satisfaction is critical. They
showed, in a series of studies, that students who reported greater
balance or consistency across the three needs indicated more positive
well-being relative to those reporting greater variability in need
satisfaction, even when possessing similar levels of overall need
satisfaction. Given the potential theoretical and practical implications
of their results, determining if the balance of needs satisfaction
contributes to our understanding additional outcomes warrants attention.
Thus, the purpose of this study was to test whether the balance of need
satisfaction predicts motivational outcomes above and beyond the
individual contributions of the three needs. High school athletes (N=264,
50% female) completed questionnaires assessing their perceived sport
competence, autonomy, relatedness as well as their intrinsic motivation
(IM). Bivariate correlations among the needs and motivational outcomes
were all in the expected direction. Importantly, the balance of need
satisfaction scores negatively related to IM (r=-.40, p<.05).
A hierarchical regression analysis, with the set of the three needs
entered on Step 1 and the balance score entered on Step 2, provided the
main test of our research question. Consistent with SDT, perceived
competence, autonomy, and relatedness together significantly predicted
athletes’ IM (p < .01, R2 = .375). However, balance
scores were found to significantly add to the prediction above and
beyond the independent contributions of the three needs (ΔR2=.075).
The results support the basic predictions of SDT, but also highlight the
importance of considering balanced need satisfaction as a predictor of
achievement-related outcomes. |
| Student: |
Lindsay Kipp (Psychology of Sport and Physical Activity) |
| Thesis Committee: |
Dr. Anthony Amorose (chair), Dr. Peter Smith
|
| Title: |
Perceived Motivational Climate and Self-determined
Motivation inf Female High School Athlete |
| Journal: |
Journal of Sport Behavior |
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Abstract:
Athletes may have
many different reasons, or motives, for their sport participation.
Self-determination theory (SDT) (Deci & Ryan, 1985) states that people’s
motives can be classified along a continuum of motivation, with
intrinsic being the most self-determined, extrinsic in the middle, and
amotivation as the least self-determined. SDT also suggests that
anything that influences the three basic needs of perceived competence,
autonomy, and relatedness should, in turn, impact one’s level of
motivation. Previous research has tested relationships among the
perceived motivational climate, the three needs, and motivation, but few
have examined the six dimensions of the climate or the mediational role
of the needs in predicting self-determined motivation. Therefore, the
purpose of this study was to examine the pattern of relationships among
the various dimensions of the motivational climate, athletes’ need
satisfaction, and self-determined motivation. Female high school-aged
athletes (N = 200) from a variety of sports completed
questionnaires assessing perceived motivational climate, perceived
competence, autonomy, relatedness, and self-determined motivation.
Preliminary analyses revealed that the dimensions of a mastery
motivational climate positively related to the three needs and to
self-determined motivation. Conversely, the dimensions of a performance
climate generally negatively related to the three needs and to
self-determined motivation. Further, the three needs positively related
to self-determined motivation. Structural equation modeling (SEM)
revealed that perceived competence and autonomy positively predicted
self-determined motivation. Additionally, punishment for mistakes
negatively and indirectly predicted self-determined motivation through
autonomy. Results are discussed in terms of self-determination theory
and implications for coaches. |
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Student:
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Sean Flesch
(Psychology of Sport and Physical Activity) |
|
Thesis Committee: |
Dr. Anthony Amorose
(co-chair), Dr. Peter Smith (co-chair) |
|
Title: |
The Paradoxical
Effects of the Positive Approach to Coaching: Understanding the
Effort-Ability Link |
|
Journal: |
Manuscript being
prepared for submission |
|
Abstract:
Research in the academic domain (e.g.,
Barker & Graham, 1987) suggests providing frequent praise and
avoiding criticism may actually lower perceptions of ability. To
date, this finding has failed replication in the physical
domain. The purpose of these studies was to attempt such
replication by modifying previous study designs. In study one,
participants responded to written scenarios depicting
interactions between coaches and youth athletes while
manipulating the coach’s knowledge of the athlete. Study two,
included both academic and physical scenarios. By presenting
participants with written rather than videotaped scenarios, and
by manipulating the degree of knowledge of the performer the
coach was presumed to have, these studies achieved a degree of
replication of the academic findings that was previously
unknown. |
| |
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|
Student:
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Jill Hollembeak
(Psychology of Sport and Physical Activity) |
|
Thesis Committee: |
Dr. Anthony Amorose
(chair), Dr. Peter Smith |
|
Title: |
Perceived Coaching
Behaviors and Athletes’ Intrinsic Motivation: A Test of
Self-Determination Theory |
|
Journal: |
Journal of Applied
Sport Psychology |
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Abstract:
Self-determination theory (SDT) (Deci
& Ryan, 1985) specifies that the needs for competence, autonomy,
and relatedness are fundamental to humans, and individuals will
choose activities to fulfill these needs. If an activity is
capable of meeting these needs, the individual will likely find
the activity inherently enjoyable and will be intrinsically
motivated to engage in the activity. Thus, according to SDT,
anything that impacts the three needs can ultimately influence a
person’s motivation. Previous research in the physical domain
has found an association between perceived coaching behaviors
and athletes’ intrinsic motivation (IM); however, these studies
have not examined whether the relationships are mediated by the
three needs. The purpose of this study, therefore, was to test
whether perceived competence, autonomy and relatedness mediate
the relationships between athletes’ perceptions of their
coaches’ behaviors and the athletes’ intrinsic motivation.
Further, the purpose of the study was to determine which
coaching behaviors are positively or negatively related to
athletes’ motivation. NCAA Division I male and female college
athletes (N = 280) completed questionnaires assessing the
perceived coaching behaviors of training and instruction,
positive feedback, social support, and autocratic and democratic
behavior. In addition, IM, perceptions of competence, autonomy,
relatedness, and a variety of demographic information were
assessed. Structural equation modeling (SEM) revealed that
perceived coaching behaviors had an effect on the athletes’
motivation. Specifically, all coaching behaviors, with the
exception of social support, significantly predicted the needs
of perceived competence, autonomy and relatedness, which, in
turn, predicted IM. Interestingly perceived autocratic and
democratic leadership styles were the only coaching behaviors
found to have a significant indirect effect on athletes’ IM.
Results are discussed in relation to self-determination theory
and coaching effectiveness. |
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