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Motivational Climates : What they are, and why they matter
| Content Provider | Semantic Scholar |
|---|---|
| Author | Miulli, Michelle Nordin-Bates, Sanna M. |
| Copyright Year | 2011 |
| Abstract | Copyright © 2011 International Association for Dance Medicine & Science • www.iadms.org Introduction For dancers, a motivational climate is the psychological atmosphere in which they are training, rehearsing and performing.1 While everyone involved in the class contributes to the motivational climate, teachers have the major responsibility in creating a healthy environment. Not only do teachers have a significant influence on climates, but they also impact greatly on dancers’ welland ill-being through the climate they create.2,3 Note that studies of the motivational climate are typically based on student perceptions, rather than the perspective of some objective outsider. This is valuable because we all respond to what we perceive to be happening, even if our perceptions differ somewhat from those of others. Research has affirmed two major motivational climates can exist either separately or in combination: these are known as taskand ego-involving climates (see Table 1).1,4 As illustrated, a climate is task-involving when students perceive an emphasis on self-improvement, learning, cooperation and individual effort. A climate is said to be egoinvolving when students perceive an emphasis on objective success and competition, which tends to be accompanied by punishment for mistakes, rivalry, social comparison and favoritism. |
| Starting Page | 5 |
| Ending Page | 8 |
| Page Count | 4 |
| File Format | PDF HTM / HTML |
| Volume Number | 3 |
| Alternate Webpage(s) | https://c.ymcdn.com/sites/www.iadms.org/resource/resmgr/Public/Bull_3-2_pp5-7_Miulli.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
