Intrinsic Motivation: Relationships with Collegiate Athletes’ Gender, Scholarship Status, and Perceptions of Their Coaches’ Behavior

By A. Amorose, T. Horn. 2000

435 citations recorded by the source corpus.

Subfields: Applied Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ac39d7237780128aeb3f5855a8af019da8fb9781

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Citations in the corpus

Why do children take part in, and remain involved in sport? A literature review and discussion of implications for sports coaches (2013, background): “Controlling behaviours, where coaches fail to include children in any decision-making processes, or appear to be overly authoritarian, have also been found to have adverse effects on children’s motivation levels (Amorose & Horn, 2000; Mageau & Vallerand, 2003).”
A review of controlling motivational strategies from a self-determination theory perspective: implications for sports coaches (2009, methodology): “Further, Amorose and Horn (2000) suggested that the specific coaching behaviours explored in these studies are limited in scope.”
The Relationship Between the Use and Effectiveness of Imagery: An Exploratory Investigation (2003, background): “For example, in a replication and extension, Amorose and Horn (2000) found different gender effects regarding intrinsic motivation than did Ryan s (1980) original studies due to probable changes in women s participation in sport.”
Leisure, Stress, and Coping: The Sport Participation of Collegiate Student-Athletes (2003, background): “A study of the effects of scholarship status on collegiate athletes by Amorose and Horn (2000) supports this contention.”
Intrinsic and Extrinsic Motivation in Sport and Physical Activity: A Review and a Look at the Future (2012, methodology): “More recently, using the Intrinsic Motivation Inventory (IMI; McAuley, Duncan, & Tammen, 1989), Amorose and Horn (2000) found that scholarship athletes felt more competent and less pressured than nonscholarship athletes (which is not surprising, as they’re supposed to be better!), although in a subs”
Sport Psychology: Contemporary Themes (2004, background): “Alongside peers, coaches and parents are responsible for creating a motivational climate connected with physical activity among young people (Amorose and Horn, 2000).”
Servant Leadership in Sport: A New Paradigm for Effective Coach Behavior (2008, methodology): “RESULTS MANOVA RESULTS Since it is well established that coach behaviors can be strongly related to athlete motivation, satisfaction, mental skills, and performance [18, 19], a multivariate technique, the MANOVA procedure, was used to determine differences between servant leader groups on the subsca”
Perceived Coaching Behaviors and College Athletes' Intrinsic Motivation: A Test of Self-Determination Theory (2005, background): “For instance, consistent with some previous studies (e.g., Amorose & Horn, 2000; Pelletier et al., 1995) female athletes, those on scholarship, and Individual Sport athletes tended to report more positive motivational profiles.”
Perceptions of teacher’s feedback and learning environment as predictors of intrinsic motivation in physical education (2003, methodology): “Amorose and Horn (2000), examining the relationship between the IMI subscales and the perceived coaches feedback among athletes aged 17–23 yrs, found that, athletes who are high in two subscales (interest-enjoyment and perceived competence) perceived their coaches to be high in frequency of…”
Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators. (2017, background): “…behaviors and emotions exhibited by children who are experiencing helplessness or whose motivation has been damaged by coercion (Deci & Ryan, 1985), over-competitiveness (Ames, 1992), pressure (Amorose & Horn, 2000), and/or conditional regard (Hewitt & Flett, 1991), as well as by boredom or apathy.”
Autonomy Support and Need Satisfaction in the Motivation and Well-Being of Gymnasts (2003, background): “Also, having an autocratic coach who provided little feedback decreased intrinsic motivation in Division I college athletes (Amorose & Horn, 2000, 2001), and in swimmers (Black & Weiss, 1992).”
A review of competitive sport motivation research (2016, positive): “For example, though mixed findings have been reported regarding sex-related differences (Amorose & Horn, 2000), women tend to report more intrinsic motivation than men (Chantal, Guay, Dobreva-Martinova, & Vallerand, 1996; Fortier et al., 1995; Kingston, Horrocks, & Hanton, 2006 2015).”
Positive social-comparative feedback enhances motor learning in children (2012, background): “…conditions that induce positive feelings related to participants’ performance results can boost perceptions of competence and self-efficacy as well as motor performance and learning (Allen & Howe, 1998; Amorose & Horn, 2000; Koka & Hein, 2003; Mouratidis, Vansteenkiste, Lens, & Sideridis, 2008).”