Motivational clusters in a sample of British physical education classes

By Nikos Ntoumanis. 2002

247 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a442bfede90ce05a559cff5f4daec1b706260ddf

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Autonomy–Mastery, Supportive or Performance Focused? Different teacher behaviours and pupils' outcomes in physical education (2007, result): “The pattern of findings for a mastery climate are in line with previous findings in the PE domain, showing a cluster labelled as self-determined displaying a high mastery climate going together with high self-determined motivation, enjoyment, and low amotivation (Ntoumanis, 2002).”
Putting the pieces together: reviewing the structural conceptualization of motivation within SDT (2020, unknown): “…Dimmock, Howard, Whipp, & Jackson, 2018; Graves, Cullen, Lester, Ruderman, & Gentry, 2015; Howard, Gagné, Morin, & Van den Broeck, 2016; Liu, Wang, Tan, Koh, & Ee 2009; Matsumoto, & Takenaka, 2003; Moreno-Murcia, Gimeno, Hernández, Pedreño, & Marín, 2013; Ntoumanis, 2002; Sheldon et al., 2017).”
Intrinsic motivation as a moderator on the relationship between perceived job autonomy and work performance (2011, unknown): “Research from the domains of sports and education suggests that motivational profiles, rather than isolated types of motivation, can predict performance (eg, Chian & Wang, 2008 ; Gillet, Vallerand, & Rosnet, 2009 ; Ntoumanis, 2002 ; Ullrich-French & Cox, 2009 ).”
A Profile Approach to Self-Determination Theory Motivations at Work. (2012, background): “…introjected (i.e., to avoid guilt or anxiety), identified (i.e., because the person sees value in the activity), and integrated (i.e., because the person has internalized the reasons for engaging in the behavior; Gagné &Deci, 2005; Koestner & Losier, 2002; Ntoumanis, 2002; Wang & Biddle, 2001).”
An Idiographic Analysis of Amotivation in Compulsory School Physical Education (2004, background): “Past research has also shown that lack of autonomy is associated with dissatisfaction and amotivation in PE (Chen, 2001; Coakley & White, 1992; Ntoumanis, 2002).”
Teachers' engagement in professional learning: Exploring motivational profiles (2014, methodology): “This pro ﬁ le was labelled ‘ self-determined motivation ’ (Matsumoto & Takenaka, 2004; Moran et al., 2012; Ntoumanis, 2002) or ‘ high quality motivation ’ (Vansteenkiste et al., 2009).”
Predicting attitudes and physical activity in an "at-risk" minority youth sample: A test of self-determination, theory (2007, unknown): “Integrated reasons are not normally given by students and adolescents; therefore, this type of extrinsic motivation is not normally assessed in this population (Ntoumanis, 2002; Vallerand & Fortier, 1998). individual engages in a behavior to receive a reward or to avoid punishment.”
Motivation, Learning Strategies, and Performance in Physical Education at Secondary School (2016, background): “, action orientation after failure) (Halvari, Ulstad, Bagøien, & Skjesol, 2009); (3) both autonomous types of motivation and/or perceived competence and effort (Noels, Clement, & Pelletier, 1999; Ntoumanis, 2001; Ntoumanis, 2002); (4) both autonomous motivation and need satisfaction in physical educ”
A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation (2014, unknown): “, intrinsic motivation being more strongly related to introjected than to identified regulation) (for examples, see Boiché, Sarrazin, Grouzet, Pelletier, & Chanal, 2008; Ntoumanis, 2002; Otis, Grouzet, & Pelletier, 2005; Ratelle, Guay, Vallerand, Larose, & Senécal, 2007).”
Need satisfaction and need frustration as distinct and potentially co-occurring constructs: Need profiles examined in physical education and sport (2019, background): “Over the last 20 years, person-centered approaches have increased in popularity due to their contribution to both our theoretical and practical understanding of motivation (e.g., Haerens et al. 2018; Ntoumanis 2002; Vansteenkiste et al. 2009; Wang and Biddle 2001, Wang et al. 2016).”
Motivational Climate and Students’ Emotional Experiences and Effort in Physical Education (2010, background): “Ntoumanis (2002) reported that for a large sample of British adolescent PE students motivational climate supporting self-determination was associated with high levels of exerted effort.”