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| Content Provider | frontiers |
|---|---|
| Author | Bortoli, Laura Bertollo, Maurizio Filho, Edson di Fronso, Selenia Robazza, Claudio |
| Abstract | Grounded in achievement goal and self-determination theories, the purpose of this study was to investigate the effects of mastery and performance climate interventions on students’ psychobiosocial (PBS) states and self-determined motivation. A first study was conducted to determine the validity of the measures. In a second study, two groups of female students (N = 65, 14–15 years of age) took part in the investigation. A mastery-performance group participated in eight task-involving lessons and then in another set of eight ego-involving lessons. A performance-mastery group participated in ego-involving lessons and then in task-involving lessons. Findings revealed that the program was effective in changing PBS states and self-determined motivation in the performance-mastery group. In particular, participants in this group reported lower scores on pleasant/functional PBS states and self-determined motivation after the first phase of the intervention. Furthermore, lower levels of self-determined motivation were maintained after the second phase of the intervention, thereby suggesting detrimental carryover effects. |
| ISSN | 16641078 |
| DOI | 10.3389/fpsyg.2017.01517 |
| Volume Number | 8 |
| Journal | Frontiers in Psychology |
| Language | English |
| Publisher Date | 2017-09-05 |
| Access Restriction | Open |
| Subject Keyword | Achievement goal theory Self-determination theory Physical Education Emotion Motivation Psychobiosocial states |
| Content Type | Text |
| Resource Type | Article |
| Subject | Psychology |
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