Motivational climate interventions in physical education: A meta-analysis

By R. Braithwaite, Christopher M. Spray, Victoria E. Warburton. 2011

216 citations recorded by the source corpus.

Abstract Objective The purpose of this study was to synthesize findings from motivational climate interventions employing Ames, 1992a , Ames, 1992b and Epstein, 1988 , Epstein, 1989 TARGET framework within school-based physical education contexts. Design The present study employed a quantitative research synthesis design. Meta-analysis uses empirical studies to summarize past research by drawing overall conclusions from separate investigations. This research design highlights important and unsolved issues related to motivational climate interventions within physical education. Methods Standard meta-analytic procedures incorporating inclusion and exclusion criteria, literature search, coding procedures, and statistical methods were used to identify and synthesize 22 studies with 24 independent samples. Cohen’s (1988) criteria for effect sizes were used to interpret and evaluate results. Results There was an overall small positive treatment effect ( g = 0.103) for groups exposed to mastery motivational climates. Outcome analyses identified the most consistent and largest overall treatment effects for behavioral outcomes ( g = 0.39–0.49) followed by affective outcomes ( g = −0.27 to 0.59) and cognitive outcomes ( g = −0.25 to 0.32). Moderator analyses were directed by study heterogeneity and identified several trends in intervention features and study features with the most substantial trend for participant features as elementary students had the largest overall treatment effect ( g = 0.41). Conclusions Outcome and moderator analyses identified several trends in methodological features, participant features, and study features that should be addressed in future physical education motivational climate interventions.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f1f753367b59cdae52738e10c0bbe9f4aec0e605

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In Developmental and Educational Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Relationships among perceived motivational climate, motivational regulations, enjoyment, and PA participation among Finnish physical education students (2017, background): “Although learning-151 oriented PE climate, self-determined motivation, and enjoyment have found to be related positively to PA (Braithwaite et al., 2011), there is a lack of studies examining the pathways through which teacher-initiated motivational climate in PE can impact students’ PA…”
Impact of a sustained Cooperative Learning intervention on student motivation (2017, methodology): “A combination of different strategies (i.e. training seminars, pre-designed sessions, video analysis and feedback loops) was used to provide an adequate training and support to the participant teachers prior and throughout the whole research project (Braithwaite, Spray, and Warburton 2011).”