Examination of the psychometric properties of the Perceived Motivational Climate in Sport Questionnaire - 2 in a sample of female athletes

By M. Newton, J. Duda, Z. Yin. Jurnal sport science, 2000

652 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/d983cd5afad7e94f5fe590bebc2e836ad7ec226c

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In Applied Psychology

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

The Coach-Created Motivational Climate, Young Athletes' Well-Being, and Intentions to Continue Participation (2012, methodology): “Previous studies have con"rmed adequate internal reliability and factorial validity for this scale (e.g., Balaguer et al., 2003; Newton et al., 2000; Reinboth & Duda, 2006).”
Modelo cognitivo-social de la motivación de logro en educación física (2008, background): “La fiabilidad fue aceptable aunque algunas subescalas obtuvieron valores marginales, en línea con el trabajo que desarrolló el instrumento original (Newton et al., 2000).”
Observed Prosocial and Antisocial Behaviors in Male and Female Soccer Players (2009, background): “The PMCSQ-2 has demonstrated good levels of validity and internal reliability for the mastery and performance climate scales in past research (Newton et al., 2000).”
The Motivational Climate, Perceived Ability, and Athletes' Psychological and Physical Well-Being (2004, methodology): “In line with previous research (e.g., Newton et al., 2000), the two perceived overriding dimensions of perceptions of the motivational climate were significantly and negatively correlated.”
Examining the interactive effects of coach-created empowering and disempowering climate dimensions on athletes’ health and functioning (2016, methodology): “An ego-involving climate is emphasised within 96 AGT, and is characterised by athletes perceiving that mistakes are punished by their coach, 97 who also provides differential treatment based on athletes’ ability levels and who encourages 98 intra-team member rivalry (Newton et al., 2000).”
The conceptual and empirical foundations of Empowering Coaching™: Setting the stage for the PAPA project (2013, background): “In contrast, a strongly ego-involving coach-created climate is characterised by differential treatment of players based on ability differences, rivalry, and a focus on outperforming one’s competitors (Newton et al., 2000).”
Dimensions of Coaching Behavior, Need Satisfaction, and the Psychological and Physical Welfare of Young Athletes (2004, background): “ered one of the most crucial dimensions of a task-involving motivational climate (Ames, 1992; Newton et al., 2000).”
Psychosocial factors associated with talent development in football: A systematic review (2017, background): “…United States 16 Perceived Coach Behaviour Scale (Black & Weiss, 1992) SPA (Harter, 1988) Perceived Motivational Climate in Sport Questionnaire – 2 (Newton et al. 2000) Motivational Orientation in Sport Scale (Weiss et al. 1985) 5-point scale items of enjoyment Coaching feedback and motivational…”
Validity, Reliability, and Invariance of the Situational Motivation Scale (SIMS) Across Diverse Physical Activity Contexts (2003, result): “With respect to the results suggesting that the SIMS be modified to a 14-item version, Newton, Duda, and Yin (2000) point out that generalization and interpretation from post hoc analyses should be viewed with caution, as such methods of model respecification increase the rate of Type I errors.”
A qualitative investigation exploring the motivational climate in early career sports participants: Coach, parent and peer influences on sport motivation (2009, background): “2 Nicholls’ contribution to achievement goal theory emerged from a systematic programme of 3 research that examined how young children gradually learn to differentiate between effort, task 4 difficulty and luck in achievement tasks. According to Nicholls (1989), children below the age of 5 11-12 are”
A Prospective Study of Participation in Optional School Physical Education Using a Self-Determination Theory Framework. (2005, background): “However, children who report negative experiences in PE because of low perceived ability, overemphasis on competition, or social evaluation concerns are unlikely to be physically active in or out of school (Ntoumanis et al., 2004). A secondary purpose of this study was to examine differences between”