Motivational Climate and Students’ Emotional Experiences and Effort in Physical Education

By J. Liukkonen, Vassilis Barkoukis, Anthony Watt, T. Jaakkola. 2010

87 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9d9ea22bb641c07e2ed2e552d7b04d9b55c4d0ab

How researchers see this paper

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In Experimental and Cognitive Psychology

1. T. Jaakkola
2. Vassilis Barkoukis
3. M. Solmon
4. Xiangli Gu
5. Tao Zhang
6. J. Liukkonen

In Physical Therapy, Sports Therapy and Rehabilitation

1. T. Jaakkola
2. Vassilis Barkoukis
3. M. Solmon
4. Xiangli Gu
5. Tao Zhang
6. J. Liukkonen

In Social Psychology

1. Tao Zhang
2. T. Jaakkola
3. Sami R. Yli-Piipari
4. Vassilis Barkoukis
5. M. Solmon
6. Xiangli Gu
7. J. Liukkonen
8. Martin S. Hagger

Citations in the corpus

• Relationships among perceived motivational climate, motivational regulations, enjoyment, and PA participation among Finnish physical education students (2017, result): “Based on the previous studies (Barkoukis, Ntoumanis et al., 2010; Liukkonen et al., 2010), we hypothesised (H1a) that perceptions of performance-oriented climate relate to maladaptive motivational outcomes, such as increased less autonomous motivational regulations and amotivation.”
• The Role of Teachers’ Support in Predicting Students’ Motivation and Achievement Outcomes in Physical Education (2012, background): “Thus, students will have a higher subjective task values toward physical activity, and ultimately demonstrate adaptive achievement outcomes such as concentration and persistence/effort in physical education (Shen et al., 2009; Liukkonen et al., 2010).”