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The Effects Of Achievement Motivation On Female Collegiate Athletes And Female High School Athletes By Employing The Spence And Helmreich Work And Family Orientation Questionnaire
Download The Effects Of Achievement Motivation On Female Collegiate Athletes And Female High School Athletes By Employing The Spence And Helmreich Work And Family Orientation Questionnaire full books in PDF, epub, and Kindle. Read online The Effects Of Achievement Motivation On Female Collegiate Athletes And Female High School Athletes By Employing The Spence And Helmreich Work And Family Orientation Questionnaire ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis The Effects of Achievement Motivation on Female Collegiate Athletes and Female High School Athletes by Employing the Spence and Helmreich Work and Family Orientation Questionnaire by : Cindy D. Timchal
Download or read book The Effects of Achievement Motivation on Female Collegiate Athletes and Female High School Athletes by Employing the Spence and Helmreich Work and Family Orientation Questionnaire written by Cindy D. Timchal and published by . This book was released on 1980 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Sociological Abstracts by : Leo P. Chall
Download or read book Sociological Abstracts written by Leo P. Chall and published by . This book was released on 1980 with total page 1336 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Parent Motivational Climate and Goal Orientations of Female Collegiate Athletes, a Structural Equation Model by : Tobie Lauren Langsam
Download or read book Parent Motivational Climate and Goal Orientations of Female Collegiate Athletes, a Structural Equation Model written by Tobie Lauren Langsam and published by . This book was released on 2016 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Parents are primary influencers in helping children maintain athletic involvement through adulthood (Dixon, Warner, & Bruening, 2008) . The study examined the relationships between parental motivational climates and goal orientations of female collegiate athletes {N = 349) from the Northeast. The questionnaires utilized were the Parent-Initiated Motivational Climate Questionnaire-2 (PIMCQ-2; White, 1996) and the Task and Ego Orientation in Sport Questionnaire (TEOSQ; Duda, 1989) . A structural equation model was applied to better understand the relationships among Success-Without-Effort Climate, Learning/Enjoyment Climate, Worry-Conducive Climate, Task Orientation, and Ego Orientation. Model A had four Beta paths of Learning/Enjoyment Climate to Task (E = .43) and Ego Orientation (P = .12) and Worry-Conducive Climate and Success-Without-Effort Climate to Ego Orientation (T = .21 .27 respectively). Model B had three Beta paths of Learning/Enjoyment Climate to Task Orientation (T = .43) and Worry-Conducive Climate and Success-Without-Effort Climate to Ego Orientation (r = .16, .26 respectively). Both models had adequate fit. Examination into parental influence and collegiate athletes warrants future research.
Book Synopsis The Effects of a Selected Motivational Technique on the Achievement Motivation of Collegiate Female Athletes by : Jean E. Rezny
Download or read book The Effects of a Selected Motivational Technique on the Achievement Motivation of Collegiate Female Athletes written by Jean E. Rezny and published by . This book was released on 1983 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Competitive Drive in Varsity and Club Collegiate Student-athletes by :
Download or read book Competitive Drive in Varsity and Club Collegiate Student-athletes written by and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study explores the factors that drive Division I collegiate athletes to be competitive. Student-athletes from James Madison University, both at the club and varsity levels were surveyed in this study. There were 129 total student athletes that participated (67 males and 62 females). Exactly 89 participants were varsity athletes and 40 were club athletes. Athletes were presented with an in-person survey that included several demographic questions followed by the Task and Ego Orientation in Sport Questionnaire (TEOSQ). The TEOSQ scored athletes on their task and ego orientation during sport participation. The quantitative results of this study do not show a significant correlation between task and ego orientations between male and female athletes at both the varsity and club levels. Independent samples t-tests were run to determine statistical differences between males and females on the task and ego subscales of the TEOSQ. One-way ANOVAs were used to determine if there were any significant differences among task and ego orientation among the three club teams as well as between the varsity teams. There were no significant differences seen except for a p value of .010 between varsity men's baseball and varsity women's golf. Keywords: task orientation, ego orientation, achievement motivation, goal theory, motivation, intrinsic motivation, extrinsic motivation, amotivation, and coach-athlete relationship
Book Synopsis Linking Perceptions of School Belonging to Academic Motivation and Academic Achievement Amongst Student Athletes by : Christine Marie Anderson
Download or read book Linking Perceptions of School Belonging to Academic Motivation and Academic Achievement Amongst Student Athletes written by Christine Marie Anderson and published by . This book was released on 2010 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study, I examined the relationship that exists among school belonging, achievement motivation, and academic achievement in a sample of student-athletes at UC Berkeley. The goal of the study was to achieve a deeper understanding of how and why achievement motivation and academic achievement is often discrepant between revenue and non-revenue athletes (Howard-Hamilton & Sina, 2001; Simons, Covington, & Van Rheenen, 1999). By examining the relationship between sense of school belonging and achievement motivation, I aimed to identify an additional factor that may contribute to motivation and achievement differences observed between subgroups in my sample. I also investigated differing motivation profiles in a representative sample of student-athletes. The current study used a 2 x 2 goal achievement framework established by Elliot and McGregor (2001) to provide a deeper understanding of motivation by fusing approach-avoidance and mastery-performance perspectives (Elliot & McGregor, 2001). Data for this study were collected from 143 college student-athletes at a large public university in the western United States. Respondents were from 17 to 24 years of age and were diverse in regard to gender, ethnicity, class year, sport, and socioeconomic status. Students who agreed to participate completed a brief questionnaire and submitted their responses anonymously. Motivation profiles were established by clustering scores from four variables: mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance. Four meaningful clusters were identified among the student-athlete sample. A series of multivariate analyses of variance (MANOVAs) and univariate ANOVAs were then used to examine cluster group differences on the variables of perceived school belonging (instructor support, peer support, and general sense of belonging), achievement data, and each motivation cluster. Group differences amongst high-revenue and non-revenue student-athletes in regard to the dimension of school belonging, goal orientation, and achievement level were assessed using multivariate analysis of variance. Overall the results of the study reveal that four motivational profiles were identified within the student-athlete population using a 2 x 2 approach-avoidance and mastery-performance model. These clusters can be described as High Mastery, Moderate Motivation, High Approach, and High Motivation profiles. Student-athletes rarely reported low levels of motivation on the scale. The differences that were found between clusters were based on students feeling strongly or moderately in regard to motivation. Overall, subscales associated with a sense of school belonging did vary significantly across the four motivational clusters. Student-athletes identified as having a Moderate motivation profile had a weaker sense of support from peers, instructors, and the overall academic community in comparison to students found in the High Motivation and High Approach clusters. Students identified as having a High Approach profile felt the highest level of belonging across measures. No significant difference was found between revenue and non-revenue athletes in regard to distribution among cluster profiles; however, revenue athletes reported significantly lower levels of belonging across subscales and had a lower mean grade point average.
Book Synopsis The Effects of Perceived Leadership Behaviors and Goal Orientation on Female Collegiate Athletes' Level of Motivation by : Melanie L. Krynski
Download or read book The Effects of Perceived Leadership Behaviors and Goal Orientation on Female Collegiate Athletes' Level of Motivation written by Melanie L. Krynski and published by . This book was released on 2002 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Relationships Between Achievement Motivation and Sex Role Orientation of High School Female Athletes and Nonathletes by : Linda Sharon Mathinos
Download or read book Relationships Between Achievement Motivation and Sex Role Orientation of High School Female Athletes and Nonathletes written by Linda Sharon Mathinos and published by . This book was released on 1981 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Achievement Motivation in Female Athletes by : Elizabeth Dawn Patterson
Download or read book Achievement Motivation in Female Athletes written by Elizabeth Dawn Patterson and published by . This book was released on 1989 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Achievement Motivation and Socioeconomic Status Among Female Athletes and Non-athletes by : Melanie A. Croy
Download or read book The Relationship Between Achievement Motivation and Socioeconomic Status Among Female Athletes and Non-athletes written by Melanie A. Croy and published by . This book was released on 1986 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Differences in Motivational Orientation Between Male and Female Collegiate Athletes by : Marc Calabretta
Download or read book Differences in Motivational Orientation Between Male and Female Collegiate Athletes written by Marc Calabretta and published by . This book was released on 2007 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Understanding the Influence of the Coach and Team Relationships on Sport Motivation in Collegiate Student-Athletes by : Lindsey Swanson
Download or read book Understanding the Influence of the Coach and Team Relationships on Sport Motivation in Collegiate Student-Athletes written by Lindsey Swanson and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The National College Athlete Association (NCAA) reports ever-increasing numbers of students participating in collegiate sports. As the demand for and intensity of collegiate sports continue to grow, there is a need to understand the sport enviornment and assist in the development of environments conducive to the well-being of student-athletes. This study used the vocational and industrial-organizational theory of person-environment fit to concptualize the collegiate sport environment as it shares numerous characteristics with a work environment. This study examined the relationships between the perceived cohesion student-athletes experience with their coaches and teammates and their motivation to perform. The impact of three moderators (athletic identity, sex, and sport type) on the cohesion - motivation relationship was also examined. Using data collected from 219 male and female collegiate student-athletes, hierarchical multiple regressions tested the effects of the perceived coach-athlete relationship and team-athlete relationship on predicting athletes' motivation to perform as well as the moderating effects of athletic identity, sex, and sport type. The athletes' perceived coach-athlete cohesion, team-athlete cohesion, and athletic identity (i.e., the degree to which an individual identifies with the athlete role) predicted the intrinsic and self-determined motivation levels of student-athletes. Athletic identity moderated the relationship between perceived team-athlete cohesion and motivation; sport type moderated the relationship between perceived coach-athlete cohesion and motivation. For student-athletes who reported a low athletic identity, perceived cohesion with their team was more predictive of their motivation levels than it was for those who had higher athletic identity. The degree to which they perceived cohesion with coach was more strongly predictive of self-determined motivation levels for student-athletes of individual sports compared to student-athletes involved in team sports. Clinical implications of the findings and future research are discussed.
Book Synopsis An Investigation of Sport Achievement Orientation Among High School, Community College, and University Female Athletes by : Susan Hebrink
Download or read book An Investigation of Sport Achievement Orientation Among High School, Community College, and University Female Athletes written by Susan Hebrink and published by . This book was released on 2005 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Testing a Model of First-semester Student-athlete Academic Motivation and Motivational Balance Between Academics and Athletics by : J. Nathan Althouse
Download or read book Testing a Model of First-semester Student-athlete Academic Motivation and Motivational Balance Between Academics and Athletics written by J. Nathan Althouse and published by . This book was released on 2007 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation examined the correlation between background demographic variables, high school academic variables, college situational variables, and noncognitive variables (independent variables), and academic motivation and the balance between academic and athletic motivation (dependent variables) for first-semester student athletes competing at a highly competitive Division I athletic program. The literature review established a foundation for the need of this study based on theoretical and empirical research, and the development of more stringent academic benchmarks and progress-monitoring legislation recently introduced by the National Collegiate Athletic Association (NCAA). A hierarchical regression design was created to investigate the correlations between the independent variables and academic motivation and balance between academic motivation and athletic motivation. Participants completed a survey comprised of an inventory of background variables, the Noncognitive Questionnaire (NCQ), and the Student Athletes' Motivation toward Sports and Academics Questionnaire (SAMSAQ). The dependent variables of academic motivation and balance score were derived from subscales of the SAMSAQ. The score for academic motivation was represented by the score on the Academic Motivation subscale of the SAMSAQ. The value for balance score was created by computing the difference score between the Academic Motivation and Student Athletic Motivation subscale scores of the SAMSAQ. There were 185 participants representing 29 different sports who took the battery of surveys during the first week of classes in the fall of 2006. The results of the study indicate that three independent variables were positively and significantly correlated with balance score: high school grade point average, parent level of education, and the NCQ subscale Knowledge Acquired in a Field (which measures culturally-related educational experiences outside of school). The NCQ subscale Dealing with Racism was found to have a positive and significant correlation with academic motivation. The discussion section analyzes the results of the current study, as well as examines how the current findings relate to past theoretical and empirical research. The discussion section also outlines implications for practice for high school and college professionals and suggestions for future research.
Book Synopsis Motivation, Achievement Orientation, and Competition in Collegiate Track and Field Athletes by : Kimberly Woodson
Download or read book Motivation, Achievement Orientation, and Competition in Collegiate Track and Field Athletes written by Kimberly Woodson and published by . This book was released on 2014 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: MOTIVATION, ACHIEVEMENT ORIENTATION, AND COMPETITION IN COLLEGIATE TRACK AND FIELD ATHLETES by Kimberly S. Woodson June, 2014 Director of Thesis: Dr. Nicholas Murray Major Department: Kinesiology (Sport Psychology) Competition and motivation are important components of sports. Based on Self-Determination Theory and Cognitive Evaluation Theory (Deci &Ryan, 1985), this study had four purposes. The purposes of the current study were to: a) evaluating gender differences in preferences toward internal or external competition b) examining the relationship of competition preferences and sport achievement orientations with motivation type c) investigating the motivational profiles of athletes based on their competition preference towards internal and external competition and d) exploring gender differences in motivation and sport achievement orientations. Participants (N=142) were NCAA Division-I collegiate track and field athletes from various universities throughout the United States. The participants completed a measures assessing a demographic, a motivation type (Behavioral Regulation in Sport Questionnaire; BRSQ), sport achievement orientation (Sport Orientation Questionnaire; SOQ) and competition preference (Internal and External Competition Questionnaire; IECQ). Paired- samples t-tests, Pearson correlation and various ANOVAs were conducted to analyze the data. Results of the study indicated that a) both male and female track and field athletes have a higher preference for external competition than internal competition b) internal and external competition preference and sport achievement orientation variables were positively related to one or more self- determined motivational variables (intrinsic, integrated or identified motivation), c) three distinct competition preference groups were identified and there are motivational differences between the groups d) women had higher levels of self-determined forms of motivation than males, but no significant differences were found in sport achievement orientation. The results are discussed in relative to the Self-Determination Theory and Cognitive Evaluation Theory (Deci & Ryan, 1985).
Book Synopsis Linking Student-Athlete Achievement Motivation & Academic Success and Analyzing Mathematics as a Conbributing Factor by : Katelyn Rose Skinner
Download or read book Linking Student-Athlete Achievement Motivation & Academic Success and Analyzing Mathematics as a Conbributing Factor written by Katelyn Rose Skinner and published by . This book was released on 2018 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationships and factors in student-athlete achievement motivation and academic success and investigated mathematics as an interaction. The relationship of motivational orientation to academic performance and identification was investigated using a pair of factor analyses. The interaction between mathematics and student-athletes' achievement motivation and academic motivation was observed by an analysis of variance. Two motivational profiles were discovered within the student-athletes, Ambitious and Mathematically Sound. The results show that the student-athletes have an overall positive relationship with their mathematical beliefs. According to Zan and Di Martino (2007), the phenomenon of 'negative attitudes towards mathematics' is related to the learning of the discipline. From previous research, discipline is a foundation of a student-athlete's success, their attitudes and beliefs play an important role in their academic and athletic success, and those attitudes and beliefs also play an important role in learning mathematics. Many of the most prominent student-athletes seem to lack such motivation in the classroom (Simons, Van Rheenen, & Covington, 1999), and most athletes are highly motivated to succeed in the athletic domain, having been selected to participate in intercollegiate athletics because of their proven ability and desire to be victorious. The results of this study show that student-athletes display discipline in both athletics and academics and exhibit strong feelings towards their value and confidence in mathematics and showed low risk for mathematics anxiety.
Book Synopsis The Effect of Coach Expectations on Female Athletes' Motivation to Play by : Megan Matthews Buning
Download or read book The Effect of Coach Expectations on Female Athletes' Motivation to Play written by Megan Matthews Buning and published by . This book was released on 2013 with total page 820 pages. Available in PDF, EPUB and Kindle. Book excerpt: This concurrent, embedded mixed methods study used predominantly quantitative analyses to examine coach expectations and behaviors on female athletes' intrinsic motivation to play softball. Qualitative methods in the form of structured, open-ended questions were used to enhance the data by examining athletes' perceptions of coaching behavior and changes in motivation and competence levels. A cluster sampling technique was used to randomly select 20 Division I softball teams competing in the United States. The resulting quantitative participant sample included 174 female collegiate athletes ranging in age from 18-22 years old, and 20 male and female head coach participants ranging in age from 24-60 plus years. Qualitative procedures involved inductive content analysis of interview responses from 41 female collegiate softball athletes. A structured interview protocol was followed to answer the research questions of how do female athletes' perceive head coaches affect intrinsic motivation to play softball for their current team, and specifically, what types of coaching behaviors do athletes perceive to alter their motivation to play softball? Results of this study indicate coaches do form expectations about athletes' performance ability, and coaching behaviors differed between expectancy groups. Competence and motivation levels remained constant over the course of the study, but expectancy groups were motivated differently. Low expectancy athletes were more extrinsically motivated, and showed trends of higher levels of amotivation than high and average expectancy athletes. High expectancy athletes showed trends indicating more intrinsic motivation overall. Low expectancy athletes perceived more ignoring, or non-rewarding, behaviors than other athletes. Athletes experienced a decrease in encouragement and corrective instruction from pre- to post-study. Overall, athletes reported aspects of the perceived coach-athlete relationship affected competence and motivation the most. Relationships characterized by open, direct, clear communication were the biggest positive influence on motivation and competence. Other coach strategies including emphasis of athlete's personal best, actions display confidence in the athlete's performance ability, and encouragement after performance attempts emerged as important factors enhancing athlete self-perception variables. Relationships characterized by unclear or no communication had the biggest negative influence on motivation and competence.
