A cross -cultural study: The effects of goal orientations and perceived motivational climates in college physical activity classes

The purpose of the present study was to evaluate the generalizability of achievement goal theory in a non-western population. First, the existence of achievement-related antecedents and outcomes in a sample of American and Chinese college students was assessed through the confirmatory factor analysis (CFA). Second, a hypothesized model was proposed and tested in voluntary physical activity classes. Data from the American and Hong Kong Chinese samples were compared in how well they would fit the proposed model. Lastly, cultural variation in participants' background and motives for taking the activity class were compared post hoc.;A total of 627 college students (318 Americans and 309 Chinese) participated in this study. All model constructs were confirmed with slight modifications to mastery and performance climates. Results showed that the task constructs (task-orientation and mastery climate) had positive influences on enjoyment and perceived competence, but were negatively related to boredom across cultural groups. Cultural variations were shown in the role of affective outcomes and perceived competence in affecting students' motivational process and exercise intentions. The motives for taking these voluntary activity classes also differed in across samples. The present study reveals the role of culture that underlies the motivation mechanisms in voluntary physical activity contexts. Also, this study extends the prediction of physical activity intention from goal orientation and motivational climate to college students in both American and Chinese populations.