A Multilevel Approach to Motivational Climate in Physical Education and Sport Settings: An Individual or a Group Level Construct?

By A. Papaioannou, Herbert W. Marsh, Y. Theodorakis. 2004

193 citations recorded by the source corpus.

Subfields: Applied Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/87e8ad1f539cf70f880ca6f1e2eb9229703913ad

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Citations in the corpus

Types of boredom: An experience sampling approach (2014, background): “However, as these scores were significantly different from zero, and 7 of the 10 scores were above or equal to 0.10 (a threshold suggested by Papaioannou et al. 2004), this also suggests that a meaningful, albeit relatively small, proportion of variance was between-person variance indicating a…”
Teachers’ self-efficacy, achievement goals, attitudes and intentions to implement the new Greek physical education curriculum (2011, background): “…suggesting that the effects of individuals’ goals should be examined in conjunction with the effects of the environment (Murayama and Elliot, 2009; Papaioannou et al., 2004) we recommend the investigation of the interactive effects of school climate and teachers’ goals on teachers’ behaviours…”
Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice (2009, background): “For example, hypothesized under goal theory are mastery and performance classroom climates that also have implications for whole-school climates (e.g., see Duda, 2001; Middleton & Midgley, 1997; Papaioannou et al., 2004; Roeser et al., 1996; urdan et al., 1998).”
Relation between teachers' early expectations and students' later perceived competence in physical education classes: Autonomy-supportive climate as a moderator. (2006, background): “Nevertheless, when each student evaluates his/her perception of the classroom climate, it seems pertinent (and interesting) to consider responses at both the individual and the classroom level (see Papaioannou et al., 2004).”
Metacognition in Young Children (2009, background): “Papaioannou and colleagues also found that task and mastery oriented students were more likely to take part in out of school sport and physical activity (Papaioannou et al., 2004).”
Doubly Latent Multilevel Analyses of Classroom Climate: An Illustration (2014, background): “As previously shown, this confounding may result in systematic biases (e.g., Marsh et al., 2009, 2012; Papaioannou et al., 2004; for further discussion of these biases, see Miller & Murdock, 2007).”
Is Winning Everything? The Relative Contributions of Motivational Climate and Won-Lost Percentage in Youth Sports (2007, methodology): “08 for ego climates, using the Learning and Performance Oriented Physical Education Climate Questionnaire (Papaioannou et al., 2004).”
Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects (2012, background): “To further illustrate this point, consider a study by Papaioannou et al. (2004).”
The multilevel latent covariate model: a new, more reliable approach to group-level effects in contextual studies. (2008, background): “The distinction between formative and reflective variables is particularly important in climate research (for further discussion, see Papaioannou et al., 2004).”
Effects of motivational climate in Singaporean physical education lessons on intrinsic motivation and physical activity intention (2007, background): “However, studies have shown that the LAPOPECQ is considered valid and reliable if the scales are reduced to just mastery and performance dimensions (e.g., Papaioannou et al., 2004).”