Social agents,achievement goals,satisfaction and academic achievement in youth sport |
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| Institution: | 1. Department of Physical Education and Sport Science, University of Thessaly, Karies, Trikala 42100, Greece;2. Department of Physical Education and Sport Science, Democritus University of Thrace, Komotini 69100, Greece;1. Behavioral Imaging and Neural Dynamics Center, University of Chieti-Pescara, Italy;2. Zinman College of Physical Education and Sport Sciences, Wingate Institute & Ohalo Academic College of Education and Sport;3. Department of Educational Psychology and Learning Systems, Florida State University, United States;1. School of Health, University of Northampton, UK;2. Lab Sport and Social Environment, University of Grenoble, France;3. Department of Physical Education and Sport Sciences, University of Thessaly, Greece;4. School of Psychology, University of Valencia, Spain;5. School of Psychology and Speech Pathology, Curtin University, Australia;6. School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, UK |
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| Abstract: | ObjectivesThis study examined the contribution of motivational climate created by mothers, coaches, and best friends in the explanation of variance of athletes’ achievement goals, sport satisfaction and academic performance.DesignCross-sectional; participants completed self-reports assessing achievement goals in sport, perceptions of goals that are endorsed by mother, coach and best friend, satisfaction in sport and academic achievement.MethodsParticipants were 863 current Greek athletes (488 males, 372 females, 3 did not provide gender) aged 14.5±.60 (n=420) and 11.5±.60 (n=443).ResultsFactor, reliability and correlation analyses supported the psychometric properties of the instruments. All socialization agents had unique contribution to the explained variance of athletes’ achievement goals in sport. Mastery goals and perceptions corresponded positively to satisfaction in sport and they had low positive relationship with academic performance. Perceptions of performance approach goals endorsed by significant others had low negative relationship with academic performance and they were unrelated to sport satisfaction.ConclusionsMastery oriented climates should be established in sport, family, and peer contexts because all social contexts seem responsible for the formation of athletes’ achievement goals, emotions, and behaviours. |
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