The influence of motivational climates and goal orientations on satisfaction with physical education in senior high school students

Abstract

 The purpose of this study was to examine the relationships among perceived motivational climates, goal orientations, and satisfaction with physical education in senior high school students. Our basic study model was that the presence of 2 motivational climates in physical education classes would promote goal orientations, and that goal orientations would promote student satisfaction with physical education classes. The validity of this model was verified using simultaneous multi-population analysis. The sample comprised 687 senior high school students (mean age=16.4±0.6years). The measures used included a questionnaire on motivational climates in physical education (performance climates and mastery climates), a scale assessing goal orientations (student ego orientation and student task orientation), and a scale assessing satisfaction with physical education classes. The simultaneous multi-population analysis demonstrated the validity of the study model for both male students and female students. Furthermore, the results of the study suggested the following processes: (1) The performance climate had a negative influence on satisfaction with physical education classes. (2) The performance climate had a positive influence on student ego orientation, which in turn had a positive influence on satisfaction with physical education classes (male students only). (3) The mastery climate had a positive influence on satisfaction with physical education classes. (4) The mastery climate had a positive influence on student task orientation, which in turn had a positive influence on their satisfaction with physical education classes (female students only). (5) The mastery climate had a positive influence on student task orientation, and this had a positive influence on student ego orientation, which in turn had a positive influence on satisfaction with physical education classes (male students only). The analysis showed that in both groups, the presence of a mastery climate had a direct positive influence on satisfaction with physical education classes. In addition, the presence of a performance climate had a direct negative influence on satisfaction with physical education classes. In conclusion, to enhance satisfaction with physical education classes, it is important for teachers to cultivate a mastery climate.