The effect of task structure, perceived motivational climate and goal orientations on students' task involvement and anxiety
- 1 March 1999
- journal article
- research article
- Published by Taylor & Francis Ltd in Journal of Applied Sport Psychology
- Vol. 11 (1), 51-71
- https://doi.org/10.1080/10413209908402950
Abstract
This study examined the effect of task structure, perceived motivational climate, and goal orientations on students' task involvement and anxiety in the physical education lesson. Two hundred thirty-nine junior high school students participated in a physical education lesson comprised of four task-involving tasks and in a physical education lesson consisting of three ego-involving tasks. After the completion of each task the students responded on a questionnaire measuring concentration, autotelic experience, and loss of self-consciousness. In the last part of the lessons the students completed instruments assessing anxiety and perceived motivational climate. In the lesson comprised of task-involving tasks the students had higher state self-confidence, lower somatic anxiety, and perceived a higher task-involving and a lower ego-involving climate than in the lesson consisting of the ego-involving tasks. In both lessons, task orientation and the perception of a task-involving climate were positive predictors of concentration, autotelic experience, and loss of self-consciousness. The results are discussed with regard to the effect of task structure on the perceived motivational climate, task-involvement, and anxiety.Keywords
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