Biomedical subjects

Joan L Duda

Publications and source records attributed to Joan L Duda.

6 recordsLinked to original sources

PubMed2006

Goal orientation profile differences on perceived motivational climate, perceived peer relationships, and motivation-related responses of youth athletes.

The aims of this study were twofold: (a) to determine if dispositional achievement goal orientation profiles that are reported in the literature would be observed in a sample of youth athletes, and (b) to examine potential achievement goal orientation profile differences on perceptions of the motivational climate, perceptions of peer relationships, and motivation-related responses. Male soccer players (n=223) aged 9-12 years (mean=10.9, s=0.6) completed a multi-section questionnaire containing assessments of dispositional goal (task, ego) orientations, the perceived task- and ego-involving features of the motivational climate, perceived peer acceptance and friendship quality (positive friendship quality, conflict), perceived ability, soccer enjoyment, and satisfaction with one's performance and the team. Four profiles were observed that closely matched those observed by Hodge and Petlichkoff (2000), though in the present study a lower proportion of participants exhibited achievement goal profiles consisting of relatively high ego orientation. Achievement goal profile differences were found for all variables except positive friendship quality, with a general trend for those reporting relatively lower task goal orientation to exhibit less adaptive responses. Overall, the findings support achievement goal frameworks (e.g. Nicholls, 1989) and suggest that further examination of dispositional achievement goals may afford a deeper understanding of social relationships and motivational processes in youth sport.

Achievement↗

PubMed2006

Students' motivational processes and their relationship to teacher ratings in school physical education: a self-determination theory approach.

In the present study, we used a model of motivation grounded in self-determination theory (Deci & Ryan, 1985, 1991; Ryan & Deci, 2000a, 2000b, 2002) to examine the relationship between physical education (PE) students' motivational processes and ratings of their effort and persistence as provided by their PE teacher. Data were obtained from 394 British secondary school students (204 boys, 189 girls, 1 gender not specified; M age = 11.97 years; SD = .89; range = 11-14 years) who responded to a multisection inventory (tapping autonomy-support, autonomy, competence, relatedness, and self-determined motivation). The students' respective PE teachers subsequently provided ratings reflecting the effort and persistence each student exhibited in their PE classes. The hypothesized relationships among the study variables were examined via structural equation modeling analysis using latent factors. Results of maximum likelihood analysis using the bootstrapping method revealed the proposed model demonstrated a good fit to the data, chi-squared (292) = 632.68, p < .001; comparative fit index = .95; incremental fit index = .95, standardized root mean square residual = .077; root mean square error of approximation (RMSEA) = .054 (90% confidence interval of RMSEA = .049 -.060). Specifically, the model showed that students who perceived an autonomy supportive environment experienced greater levels of autonomy, competence, and relatedness and had higher scores on an index of self-determination. Student-reported levels of self-determined motivation positively predicted teacher ratings of effort and persistence in PE. The findings are discussed with regard to enhancing student motivation in PE settings.

Adolescent↗

PubMed2006

Examining exercise dependence symptomatology from a self-determination perspective.

Background Pulling from Self-Determination Theory (SDT; Deci & Ryan, 1985), this study examined whether individuals classified as 'nondependent-symptomatic' and 'nondependent-asymptomatic' for exercise dependence differed in terms of reported levels of exercise-related psychological need satisfaction, self-determined versus controlling motivation and exercise behavior. In addition, we examined the type of motivational regulations predicting exercise behavior among these different groups, and their role as mediators between psychological need satisfaction and behavioral outcomes. Methods Participants (N = 339) completed measures of exercise-specific psychological need satisfaction, motivational regulations, exercise behavior and exercise dependence. Results Nondependent-symptomatic individuals reported higher levels of competence need satisfaction and all forms of motivational regulation, compared to nondependent-asymptomatic individuals. Introjected regulation approached significance as a positive predictor of strenuous exercise behavior for symptomatic individuals. Identified regulation was a positive predictor of strenuous exercise, and completely mediated the relationship between competence need satisfaction and strenuous exercise behavior, for asymptomatic individuals. Conclusions The findings reinforce the applicability of SDT to understanding the quantity and quality of engagement in exercise.

Adolescent↗

PubMed2005

A test of self-determination theory in school physical education.

BACKGROUND: Contemporary research conducted in the context of school physical education (PE) has increasingly embraced various tenets of self-determination theory (Deci & Ryan, 1985, 1991). Despite this increase in research attention, some postulates of the framework remain unexplored (e.g. impact of a need-supportive climate). As such, the present study sought to provide a more comprehensive test of self-determination theory. The present work also examined Deci and Ryan's claim that the motivational sequence embraced by their framework is invariant across gender. AIMS: (i) To examine a model of motivation based on the tenets of self-determination theory, and (ii) explore the invariance of the model across gender. SAMPLE: Participants were 950 British secondary school students (443 male, 490 female, 17 gender not specified) METHOD: Participants completed a questionnaire that included measures of need support, need satisfaction, motivation, positive and negative affect, task challenge, and concentration. RESULTS: Structural equation modelling (SEM) analysis revealed that students who perceived a need-supporting environment experienced greater levels of need satisfaction. Need satisfaction predicted intrinsic motivation, which, in turn, linked to adaptive PE-related outcomes. In contrast, need satisfaction negatively predicted amotivation, which, in turn, was positively predictive of feelings of unhappiness. Multisample SEM invariance testing revealed the model to be largely invariant for male and female students. CONCLUSIONS: The results of the study provide support for self-determination theory and corroborate the application of the framework to the context of school PE. Further, we largely found support for the invariance of the motivational processes embraced by self-determination theory across gender.

Adolescent↗

PubMed2004

The relationship of task self-efficacy and role efficacy beliefs to role performance in Spanish youth soccer.

The aim of this study was to examine the relationship between role efficacy and role performance after controlling for the effects of task self-efficacy. Two hundred and ninety-five Spanish youth soccer players from 20 teams completed self-report measures of task self-efficacy, role efficacy and role performance at the mid-point of a competitive season. The 20 team coaches also provided ratings of each of their players' role performances at mid-season. Consistent with hypotheses, bivariate correlations showed task self-efficacy and role efficacy were positively related to role performance ratings. Hierarchical regression analyses revealed that role efficacy contributed significantly to the prediction of athletes' ratings of role performance after controlling for task self-efficacy. Role efficacy also explained significant variation in the prediction of coach ratings; however, the effects were less dramatic and inconsistent. Our results support self-efficacy theory and reinforce the value of assessing efficacy beliefs representing behaviours carried out both independently and interdependently for the prediction of role performance within team environments. Future research directions are proposed.

Achievement↗

PubMed2003

Predicting motivational regulations in physical education: the interplay between dispositional goal orientations, motivational climate and perceived competence.

In this study, we examined the main and interactive effects of students' goal orientations, perceived competence and perceptions of the motivational climate on the motivational styles advanced by self-determination theory. The participants were 328 British secondary school students aged 13.6 +/- 0.6 years (mean +/- s). Moderated hierarchical regression analyses revealed task orientation, perceived competence and perceptions of a mastery climate to be positive predictors of self-determined styles of motivation. Perceived competence in physical education was negatively associated with amotivation. Significant interaction effects for mastery climate x task orientation and for ego orientation x perceived competence emerged. The results indicate that: (1) for students endorsing a high task orientation, the perception that the class climate was high in mastery cues was associated with increased intrinsic motivation; and (2) for students high in ego orientation, the belief that one was competent increased, while perceptions of incompetence attenuated intrinsic motivation. Additionally, a three-way interaction between ego orientation, performance climate and perceived competence emerged. In light of achievement goal and self-determination frameworks, we propose that studying the potential interplay between both individual and situational goal perspectives and the moderating effect of perceived competence may further enhance our understanding of motivation in physical education.

Adolescent↗