Showing 3 results for Motivational Climate
Malek Ahmadi, Mehdi Namazi Zadeh, Pooneh Mokhtari,
Volume 2, Issue 3 (8-2012)
Abstract
This study examines the relationship pattern of the motivational climate,satisfaction of the psychological needs and self-determined motivation in youth male athletes based on the self-determination theory (Deci & Ryan, 1985, 2000). A sample of 255 athletes ranging from 12-14 years of age from varity of team sports completed the Motivational climate in youth sport, behavioral regulations toward sport, and the basic needs in sport scale. Pearson correlation, Confirmed factor analysis, Structural Equation Modeling analyses were used to examine the research hypotheses. The results revealed mastery oriented climate have a direct, positive influence on relatedness, competence, and autonomy.Competence and relatedness influenced self-determination, positively. Relatedness, competence, and autonomy had mediatory role in affecting mastery climate on self-determination. The results indicated that mastery motivational climate is an important motivational variable in youth male athletes which can influence self-determination by affectingpsychological needs.
Shahzad Tahmasebi Boroujeni, Mehdi Shahbazi, Keivan Salehi,
Volume 3, Issue 6 (12-2013)
Abstract
The aim of this study was to measure the validity and reliability of perceived motivational climate in sport questionnaire (PMCSQ-2) for Newton and colleagues [2000[. For this purpose, random participants from 553 athletes 13 to 23 years were selected to complete the questionnaire. After applying the translate-retranslate technique, content validity ratio (CVR) and content validity index (CVI) confirmed by 10 Panels (CVR=0.66, CVI=0.97.For determining the construct validity, confirmatory factor analysis (CFA) based on structural equations was used, internal consistency of questionnaire was achieved by Cranach's alpha and Pearson correlation coefficient under test-retest method to study reliability of questionnaire. Results showed that the first model of PMCSQ-2(33 question (, wasn’t able to support the favorable fit and thus eliminated 6 problematic questions. Thereby the final model with 27 questions was included task-oriented climate (TOC) (effort/improvement, important role and cooperative learning) and ego-oriented climate (EOC) (unequal recognition and punishment of mistakes). Hereby, the Persian PMCSQ-2 (PPMCSQ-2) had acceptable fit index (RMSEA= 0.054, CFI= 0.9). Also, Internal consistency was acceptable (TOC=0.827, EOC=0.726 and PPMCSQ-2=0.618) and reliability of PPMCSQ-2(r=0.73) was affirmed. Therefore, PPMCSQ-2 can be used as a valid and reliable instrument to assess motivational climate in the Iranian athletes with the age range of 13 to 23 years.
Hamid Salehi, Neda Amirpour Najafabadi,
Volume 15, Issue 30 (12-2025)
Abstract
Aims: This study examined the relationship between young athletes’ perceptions of their coaches’ achievement goal orientations—specifically task-involving and ego-involving motivational climates—and coaches’ fair play behaviors.
Methods: A total of 318 Iranian adolescent athletes (M_age = 16.60 ± 4.10 years; both male and female) from team sports (basketball and volleyball), each with at least six months of continuous training under their current coach, voluntarily participated in the study. Participants completed two subscales of the Perceived Motivational Climate in Sport Questionnaire-2 (PMCSQ-2)—assessing task-involving and ego-involving climates—and the Coaching Fair Play Behaviors Inventory (CFBI), which measures six dimensions of fair play behaviors: teaching, modeling, expectations/pressure, reinforcement/reward, communication, and punishment.
Results: A significant negative relationship emerged between perceived task-involving and ego-involving motivational climates. The task-involving climate was positively associated with all six CFBI dimensions (teaching, modeling, expectations/pressure, reinforcement/reward, communication, and punishment). In contrast, the ego-involving climate demonstrated negative associations with three CFBI dimensions: teaching, modeling, and expectations/pressure.
Conclusion: Coaches who actively engage in fair play behaviors—particularly through teaching, modeling, and setting clear expectations—tend to foster a task-involving motivational climate that supports athletes’ ethical development and sportsmanship. Conversely, the absence of such behaviors is linked to an ego-involving climate. These findings highlight the importance of implementing task-involving coaching strategies to integrate moral development with athletic performance, thereby fostering a positive and ethical team environment.
