According to achievement goal theory, situational factors such as the motivational climate play a substantial role in the activation of pupils' ¬achievement goals (Amps, 1.992). As such, achievement goal theory emphasizes the role of both personal (goals) and situational characteristics (climate) in affecting motivational and affective outcomes (Ommundsen, Roberts, & Kavussanu,l998). Pupils' perception of the motivational climate is important because of the increased probability of influencing the state of motivational involvement (ego or task oriented) if changes within the climate take place. This particular aspect will be considered in more detail later. In a similar manner as with depositional achievement goals, the motivational climate influences whether achievement cognition., affective states, and behaviors should be characterized as adaptive or maladaptive. Thus, the motivational climate influences motivational and affective outcome in two ways. First, in the long run, a consistent and stable motivational climate will influence and thus characterize the individual's goal orientation (Cur), Biddle, Famese, Goudas, Sarrazin, &.Durand,1996). In this way, the motivational climate, if consistent over time, may indirectly influence pupils' motivational and affective outcomes in RE by influencing their achievement goals. This way of thinking about the effects of the motivational climate seems to represent the socialization element of the achievement goal theory.
Second, the pupils' interpretation or perception of environmental/ situational cues, rewards, and expectations in the PE class also directly encourages a particular involvement or goal state. The way pupils interpret situational characteristics and cues influences, the degree to which task or ego/performance oriented features of the motivational climate will be perceived as salient. Ames (1992) distinguished between competitive goal reward structures that foster interest in social comparison (ego/performance-oriented motivational climate) and individualized structures that reward improvement. The latter therefore encourages pupils to focus on the value of mastery, progress, improvement, and performance consistency overtime (task-oriented motivational-climate).
In fact, the saliency of the motivational climate created in particular achievement situations may be so strong as to override the effects of the pupils' dispositional achievement goals regarding the effects upon adaptive versus maladaptive achievement cognitions and behavior. This aspect will be considered in more detail later. The chapter will now explore the characteristics of pupils' perceptions of the situational context in P.E. by using a task oriented motivational climate as the example.
Second, the pupils' interpretation or perception of environmental/ situational cues, rewards, and expectations in the PE class also directly encourages a particular involvement or goal state. The way pupils interpret situational characteristics and cues influences, the degree to which task or ego/performance oriented features of the motivational climate will be perceived as salient. Ames (1992) distinguished between competitive goal reward structures that foster interest in social comparison (ego/performance-oriented motivational climate) and individualized structures that reward improvement. The latter therefore encourages pupils to focus on the value of mastery, progress, improvement, and performance consistency overtime (task-oriented motivational-climate).
In fact, the saliency of the motivational climate created in particular achievement situations may be so strong as to override the effects of the pupils' dispositional achievement goals regarding the effects upon adaptive versus maladaptive achievement cognitions and behavior. This aspect will be considered in more detail later. The chapter will now explore the characteristics of pupils' perceptions of the situational context in P.E. by using a task oriented motivational climate as the example.
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