Hostname: page-component-77c89778f8-swr86 Total loading time: 0 Render date: 2024-07-19T09:08:50.708Z Has data issue: false hasContentIssue false
  • English
  • Français

A Structural Model of Goal Orientation in Sports: Personal and Contextual Variables

Published online by Cambridge University Press:  10 January 2013

Francisco Pablo Holgado Tello ,
Leandro Navas Martínez ,
Manuela López Núñez  and
Tomás García Calvo
Francisco Pablo Holgado Tello*
Affiliation:
Universidad Nacional de Educación a Distancia (Spain)
Leandro Navas Martínez
Affiliation:
Universidad de Alicante (Spain)
Manuela López Núñez
Affiliation:
C.P León Felipe (Spain)
Tomás García Calvo
Affiliation:
Universidad de Extremadura (Spain)
*
Correspondence concerning this article should be addressed to Francisco Pablo Holgado Tello. Facultad de Psicología. Departamento de Metodología de las Ciencias del Comportamiento. UNED. C/ Juan del Rosal, 10. 28040 Madrid. (Spain). E-mail: pfholgado@psi.uned.es
Get access Rights & Permissions [Opens in a new window]

Abstract

The following paper first introduces, and then goes on to test a structural model for goal orientation in sports that involves both personal and contextual variables. 511 subjects participated in this study, male and female athletes who play a variety of sports (352 men and 159 women). They ranged in age from 16 to 45-years old and completed the TEOSQ (Balaguer, Tomás & Castillo's version, 1995), the POSQ (Treasure & Roberts, 1994), the PMCSQ-II (Newton & Duda, 1993), the Beliefs about the Causes of Success in Sports Questionnaire, and the Participation Motivation Inventory (Gill, Goss & Huddleston, 1983). The results of this sample show that success attribution and motivational climate are involved in determining goal orientation in sports. However, the model does present certain differences according to the type of sport practiced (individual versus team sport).

En este artículo se propone y se somete a prueba un modelo causal sobre las orientaciones de meta en el deporte que tiene en cuenta variables contextuales y personales. Participan 511 deportistas procedentes de distintas modalidades deportivas (352 hombres y 159 mujeres). Su rango de edad está comprendido entre los 16 y los 45 años, y han cumplimentado distintas escalas como el TEOSQ (en la versión de Balaguer, Tomás y Castillo, 1995), el POSQ (Treasure & Roberts, 1994), el PMCSQ-II (Newton & Duda, 1993) que miden creencias sobre las causas de éxito deportivo, y el cuestionario de Motivos para la Práctica Deportiva (Gill, Goss y Huddleston, 1983). Los resultados indican que las atribuciones para el éxito y el clima motivacional son determinantes de las orientaciones de meta para el deporte. Sin embargo, el modelo presenta ciertas diferencias de acuerdo con el tipo de deporte practicado (individual-grupal).

Keywords

goal orientation in sportssuccess attributionmotivational climatemotivation-effortexperience of masteryorientaciones de meta en el deporteatribuciones de éxitoclima motivacionalmotivación-esfuerzoexperiencia de maestría
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 13 , Issue 1 , May 2010 , pp. 257 - 266
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A motivational analysis. En Ames, R. & Ames, C. (Eds.), Research on motivation in education: Students motivation (pp. 177–207). Nueva York: Academic Press.Google Scholar
Ames, C. (1992). Achievement goals, motivational climate, and motivational processes. En Roberts, G. C. (Ed.), Motivation in sport and exercise (pp. 161–176). Champaign, IL: Human Kinetics.Google Scholar
Balaguer, I., Duda, J. L., & Crespo, M. (1999). Motivational climate and goal orientations as predictors of perceptions of improvement, satisfaction and coach ratings among tennis players. Scandinavian Journal of Medicine and Science in Sport, 9, 381–388.CrossRefGoogle ScholarPubMed
Balaguer, I., Guivernau, M., Duda, J. L., & Crespo, M. (1997). Análisis de la validez de constructo y de la validez predictiva del Cuestionario de Clima Motivacional Percibido en el Deporte (PMCSQ-2) con tenistas españoles de competición. Revista de Psicología del Deporte, 11, 41–57.Google Scholar
Balaguer, I., Tomás, I., & Castillo, I. (1995). Orientación al ego y a la tarea en el deporte (TEOSQ): Propiedades psicométricas y análisis factorial de la traducción castellana. V Congreso Nacional de Psicología de la Actividad Física y el Deporte. 22 a 24 de marzo. Valencia.Google Scholar
Biddle, S. J. H. (2001). Enhacing motivation in physical education. En Roberts, G. C. (Ed.), Advances in motivation in sport and exercise (pp. 51–78). Champaing, IL: Human Kinetics.Google Scholar
Bollen, K. (1989). Structural Equations with Latent Variables. Nueva York: John Wiley.CrossRefGoogle Scholar
Buceta, J. M. (1996). Psicología y lesiones deportivas: prevención y recuperación. Madrid: Dykinson.Google Scholar
Carr, S. (2006). An examination of multiple goals in children's physical education: Motivational effects of goal profiles and the role of perceived climate in multiple goal development. Journal of Sport Sciences, 24(3), 281–297.CrossRefGoogle ScholarPubMed
Castillo, I., Balaguer, I., & Duda, J. L. (2000). Las orientaciones de meta y los motivos de práctica deportiva en los jóvenes deportistas valencianos escolarizados. Revista de Psicología del Deporte, 9(1), 37–50.Google Scholar
Castillo, I., Balaguer, I., & Duda, J. L. (2002). Goals perspectives of adolescents in sport context. Psicothema, 14(2), 280–287.Google Scholar
Cervelló, E., Calvo, R., Ureña, A., Martínez, M., & Guzmán, J. (2006). Situational and dispositional predictors of task involvement in Spanish professional female volleyball players. Journal of Human Movement Studies, 50(1), 47–63.Google Scholar
Cervelló, E., Escartí, A., & Balagué, G. (1999). Relaciones entre la orientación de meta disposicional y la satisfacción con los resultados deportivos, las creencias sobre las causas de éxito en deporte y la diversión con la práctica deportiva. Revista de Psicología del Deporte, 8(1), 7–19.Google Scholar
Cervelló, E., & Santos-Rosa, F. J. (2001). Motivation in Sport: An achievement goal perspective in Spanish recreational athletes. Perceptual and Motor Skills, 92, 527–534.CrossRefGoogle ScholarPubMed
Crowe, E., & Higgins, E. T. (1997). Regulatory focus and strategic inclinations: Promotion and prevention in decision-making. Organizational Behavior and Human Decision Processes, 69(2), 117–132.CrossRefGoogle Scholar
Duda, J. L. (2001). Goals perspectives research in sport: pushing the boundaries and clarifying some misunderstandings. En Roberts, G. C. (Ed.), Advances in motivation in sport and exercise (pp. 129–182). Champaign, IL: Human Kinetics.Google Scholar
Duda, J. L., & Balaguer, I. (1999). Toward an integration of models of leadership with a contemporary theory of motivation. En Lidor, R. & Mar-Eli, M. (Eds.), Linking theory and practice (pp. 213–230). Morgantown, WV: Fitness Information Technology.Google Scholar
Duda, J. L., & Hall, H. (2001). Achievement goal theory in sport. En Singer, R. N., Hausenblas, H. A. & Janelle, C. M. (Eds.), Handbook of sport psychology (pp. 417–443). Nueva York: Wiley.Google Scholar
Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in school-work and sport. Journal of Educational Psychology, 84(3), 290–299.CrossRefGoogle Scholar
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048.CrossRefGoogle Scholar
Dweck, C. S. (1999). Self-Theories: Their Role in Motivation, Personality, and Development. Philadelphia, PA: Taylor & Francis.Google Scholar
Dweck, C. S. (2002). The development of ability conceptions. En Wigfield, A. & Eccles, J. S. (Eds.), Development of achievement motivation (pp. 57–88). Nueva York: Academic Press.CrossRefGoogle Scholar
Elliot, A. J., & Conroy, D. E. (2005). Beyond the dichotomous model of achievement goals in sport and execise psychology. Sport and Exercise Psychology Review, 1, 17–25.CrossRefGoogle Scholar
Escartí, A., & Gutiérrez, M. (2001). Influence of the Motivational Climate in Physical Education on the intention to practice physical activity of Sport. European Journal of Sport Science, 1, 4CrossRefGoogle Scholar
Flores, J., Salguero, A., & Márquez, S. (2008). Goal orientations and perceptions of the motivational climate in physical education classes among Colombian students. Teaching and Teacher Education, 24(6), 1441–1449.CrossRefGoogle Scholar
García-Calvo, T., Leo, F. M., Martín, E., & Sánchez, P. A. (2008). El compromiso deportivo y su relación con factores disposicionales y situacionales contextuales de la motivación. Revista Internacional de Ciencias del Deporte, 12(4), 45–58.CrossRefGoogle Scholar
García-Calvo, T., Santos-Rosa, F. J., Jiménez, R. C., & Cervelló, E. (2006). El clima motivacional en las clases de Educación Física: una aproximación práctica desde la Teoría de Metas de Logro. Apuntes: Educación Física y Deportes, 81, 21–28.Google Scholar
Gill, D. L., Gross, J. B., & Huddleston, S. (1983). Participation motivation in youth sports. International Journal of Sport Psychology, 14, 1–14.Google Scholar
Hayamizu, T., Ito, A., & Yohiazaki, K. (1989). Cognitive motivational process mediated by achievement goal tendencies. Japonese Research, 31, 179–189.Google Scholar
Hayamizu, T., & Weiner, B. (1991). A test of Dweck's model of achievement goals are related to perceptions of ability. Journal of Experimental Education, 59, 226–234.CrossRefGoogle Scholar
Kline, R. (1998). Principles and practice of Structural Equation Modeling. The Guilford Press: Londres.Google Scholar
Kuczka, K., & Treasure, D. (2005). Self-handicapping in competitive sport: Influence of the motivational climate, self-efficacy, and perceived importance. Psychology of Sport and Exercise, 6(5), 539–550.CrossRefGoogle Scholar
León, O., & Montero, N. (1998). Diseños de investigación. Madrid: McGraw-Hill.Google Scholar
López, M. (2008). Un modelo causal de las orientaciones de meta en el ámbito deportivo: deportes individuales y en equipo. Tesis Doctoral no publicada, Facultad de Educación, Universidad de Alicante.Google Scholar
López, C., & Márquez, S. (2000). Motivación en jóvenes practicantes de lucha leonesa. Revista de Psicología del Deporte, 10(1), 9–22.Google Scholar
Navas, L., & Soriano, J. A. (2006). Metas, atribuciones y sus relaciones en las clases de Educación Física. Infancia y Aprendizaje, 29(4), 411–421.CrossRefGoogle Scholar
Newton, M., & Duda, J. L. (1993). The Perceived Motivational Climate in Sport Questionnaire: Construct and Predictive Utility. Journal of Sport and Exercise Psychology, 15, 437–448.CrossRefGoogle Scholar
Nicholls, J. G. (1984). Conceptions of ability and achievement motivation. En Ames, R. & Ames, C. (Eds.), Research on motivation in education: Student motivation (pp. 39–73). Nueva York: Academic Press.Google Scholar
Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.Google Scholar
Noutmanis, N., & Biddle, S. (1999). Affect and achievement goals in physical activity: A meta-analysis. Scandinavian Journal of Medicine and Science in Sports, 9, 315–332.CrossRefGoogle Scholar
Papaioannou, A. G., Milosis, D., Kosmidou, E., & Tsigilis, N. (2007). Motivational climate and achievement goals at the situational level of generality. Journal of Applied Sport Psychology, 19, 38–66.CrossRefGoogle Scholar
Pintrich, P. R., & Schunk, D. H. (2006). Motivación en contextos educativos. Teoría, investigación y aplicaciones. Madrid: Pearson Educación.Google Scholar
Reinboth, M., & Duda, J. (2004). The motivational climate, perceived ability and athletes psychological and physical well-being. Sport Psychologist, 18(3), 237–251.CrossRefGoogle Scholar
Roberts, G. C. (1992). Motivation in sport and exercise. Champaign, IL: Human Kinetics.Google Scholar
Roberts, G. C. (2001). Understanding the dynamics of motivation in physical activity: The influence of achievement goals on motivational processes. En Roberts, G. C. (Ed.), Advances in motivation in sport and exercise (pp. 1–50). Champaign, IL: Human Kinetics.Google Scholar
Sage, L., & Kavussanu, M. (2008). An exploration of temporal stability and reciprocal relationships between goal orientations, motivational climate and prosocial and antisocial behaviour in youth soccer. Journal of Sport Sciences, 26, 717–732.CrossRefGoogle Scholar
Shah, J., Higgins, E. T., & Friedman, R. S. (1998). Performance incentives and means: How regulatory focus influences goal attainment. Journal of Personality and Social Psychology, 47(2), 285–393.CrossRefGoogle Scholar
Sit, C. H. P., & Lindner, K. J. (2007). Achievement goal profiles, perceived ability and participation motivation for sport and physical activity. International Journal of Sport Psychology, 38(3), 283–303.Google Scholar
Smith, A., Balaguer, I., & Duda, J. L. (2006). Goal orientation profile differences on perceived motivational climate, perceived peer relationships, and motivation-related responses of youth athletes. Journal of Sports Sciences, 24(12), 1315–1327.CrossRefGoogle ScholarPubMed
Treasure, D. C., & Roberts, G. C. (1994). Perception of Success Questionnaire: Preliminary validation in an adolescent population. Perceptual and Motor Skills, 79, 607–610.CrossRefGoogle Scholar
Veligekas, P., Mylonas, K., & Zervas, Y. (2007). Goal orientation and beliefs about the causes of success among greek track and field athletes. Perceptual and Motor Skills, 105(3), 927–938.CrossRefGoogle ScholarPubMed
White, S., Kavussanu, M., Tank, K., & Wingate, J. (2004). Perceived parental beliefs about the causes of success in sport: Relationship to athletes' achievement goals and personal beliefs. Scandinavian Journal of Medicine and Science in Sports, 14(1), 57–66.CrossRefGoogle ScholarPubMed