David González-Cutre Coll

Preliminary Validation in Spanish of a Scale Designed to Measure Motivation in Physical Education Classes: The Perceived Locus of Causality (PLOC) Scale

The purpose of this paper was to validate the Spanish version of the Perceived Locus of Causality Scale (PLOC; Goudas, Biddle, & Fox, 1994). To achieve this, two studies with samples of 1535 and 400 physical education students, of ages 12 to 17 years, were carried out. The psychometric properties of the PLOC were examined through the following analyses: confirmatory factor analysis, factor invariance, correlation among factors, reliability (Cronbach’s alpha), temporal stability (test-retest), and criterion validity. The results partially supported the fivefactor structure. This structure was invariant across the two study samples. Correlations among the subscales indicated a simplex pattern, supporting construct validity of the scale. Alpha values over .70 (except for introjected regulation) and high temporal stability (intra-class correlation coefficient = .83 to .90) over a four-week period were obtained. The mastery-approach goal positively predicted self-determined motivation, whereas the performanceavoidance goal predicted it negatively. Future studies should continue to analyze the psychometric properties of the PLOC, as the validation of an instrument should be an ongoing process.

Relationships among Goal Orientations, Motivational Climate and Flow in Adolescent Athletes: Differences by Gender

The purpose of this investigation was to examine the relationships among perceived motivational climate, individuals’ goal orientations, and dispositional flow, with attention to possible gender differences. A sample of 413 young athletes, ages 12 to 16 years, completed the Perceived Motivational Climate in Sport Questionnaire-2 (PMCSQ-2) and Perception of Success Questionnaire (POSQ), as well as the Dispositional Flow Scale. Task orientation was positively and significantly related to a perceived taskinvolving motivational climate and to the disposition to experience flow in the sport. Ego orientation was positively and significantly associated with a perceived ego-involving motivational climate and with dispositional flow. The perceptions of task-involving and ego-involving motivational climates were positively and significantly linked to general dispositional flow. Multiple regression analysis indicated that both task and ego goal orientations and perceived task- and ego-oriented climates predicted dispositional flow. Males displayed a stronger ego orientation, and were more likely to report that they participated in an ego-oriented climate, than did females. To the contrary, the females were more likely to perceive a task-oriented climate than did the males. No meaningful differences were found between males and females in general dispositional flow.

Un estudio cuasi-experimental de los efectos del clima motivador tarea en las clases de Educación Física

Introduccion: la Educacion Fisica supone un medio excelente para desarrollar conocimientos y actitudes positivas hacia la actividad fisica. Por ello, parece necesario investigar los factores que pueden incidir en que los estudiantes alcancen una motivacion positiva en esta asignatura. El objetivo de este estudio fue analizar los efectos de intervencion de un clima motivador tarea sobre diferentes variables motivadoras. Metodologia: se utilizo una muestra de alumnos de segundo curso de Educacion Secundaria Obligatoria, con edades entre 13 y 14 anos (M = 13.39, DT = .57). La muestra se dividio en un grupo experimental (n = 26) en el que se transmitio un clima tarea y un grupo control (n = 20) sobre el que no hubo manipulacion. La intervencion abarco un total de 26 sesiones de 50 minutos, con una frecuencia de dos sesiones semanales. Se administraron diferentes cuestionarios de forma previa a la intervencion y se volvieron a administrar una vez esta habia concluido. Resultados: los resultados revelaron un incremento de la percepcion del clima tarea en el grupo experimental, acompanado de una mayor puntuacion en las metas de aproximacionmaestria y evitacion-maestria, motivacion intrinseca, regulacion identificada, regulacion introyectada y flow disposicional. Ademas disminuyo la percepcion de clima ego. En el grupo control solamente se produjeron modificaciones en el flow disposicional, observandose un incremento en la toma postest. Discusion y conclusiones: los resultados son discutidos de acuerdo con la importancia de trasmitir climas motivadores tarea en las clases de Educacion Fisica para lograr efectos motivadores positivos que se vean reflejados en una mayor adherencia a la practica fisicodeportiva. Parecen aspectos clave para mejorar la motivacion: la variedad y la novedad, la cesion de responsabilidad, el reconocimiento de la mejora personal y el esfuerzo, la agrupacion variada, la evaluacion del progreso individual, y el tiempo suficiente para practicar las tareas.