Perceived Motivational Climate and Stages of Exercise Behavior Change: Mediating Roles of Motivation Within and Beyond Physical Education Class

Frontiers in Psychology

Yu Zhang¹  Tianfeng Yu²  Haifeng Yu³  Xiaosong Gai³  Xiaojing Wu³ 

[1] Haikou Middle School, Haikou, China;Hong Qi Senior High of Dalian City, Dalian, China;School of Psychology, Northeast Normal University, Changchun, China;

关键词: motivational climate;    physical education;    physical activity;    achievement goal theory;    autonomous motivation;   

DOI  :  10.3389/fpsyg.2021.737461

来源: Frontiers

【 摘 要 】

This study examined the relationship between the perceived motivational climate in physical education (PE) classes and the stage of exercise behavior change among 322 high school students in northeastern China. Furthermore, the chain-mediating effects of autonomous motivation in PE and the five types of motivation (interest, competence, social relatedness, appearance, and health) in leisure-time physical activity (PA) were examined. Results showed that autonomous motivation in PE and the five types of motivation in leisure-time PA had chain-mediating effects on the relationships between the perceived mastery- and performance-oriented motivational climate and the stage of exercise behavior change in the whole sample (controlling for gender). Specifically, a perceived mastery-oriented motivational climate promoted autonomous motivation in PE, which, in turn, increased the five types of motivation in leisure-time PA and led to a higher stage of exercise behavior change. Conversely, a perceived performance-oriented motivational climate reduced autonomous motivation in PE which, in turn, decreased the five types of motivation in leisure-time PA and led to earlier stages of exercise behavior change. The patterns of the chain-mediating effects of autonomous motivation in PE and the five types of motivation in leisure-time PA were somewhat similar in girls and boys. The results suggested that PE teachers should create mastery-oriented climates and avoid performance-oriented motivational climates, which may promote intrinsic or identified motivations of students for PA within and beyond PE classes, thereby affecting the leisure-time PA of students.

【 授权许可】

CC BY