Dispositional goal orientations, perceptions of the motivational climate and intrinsic motivation in secondary physical education: An interactionist approach

Achievement goal theory states that dispositional goal orientations and perceptions of the motivational climate are important components of motivation that interact to affect behavior in achievement contexts. Physical education research to date has primarily investigated these two variables in isolation. This study examined the contribution of dispositional goal orientations, perceptions of the motivational climate and the interaction effect of these variables in explaining intrinsic motivation of 213 middle school physical education students. Participants completed the Perception of Success Questionnaire, Perceived Motivational Climate in Sport Questionnaire and the Intrinsic Motivation Inventory one day during their regularly scheduled physical education class. Perception of a mastery climate was positively associated with intrinsic motivation while perception of a performance climate was negatively associated with intrinsic motivation. Also task goal orientation was positively related to intrinsic motivation. Regression analyses revealed separate main effects as well as a significant interaction effect between perceptions of motivational climate and dispositional goal orientations. This study adds support to the argument that mastery oriented contexts must be emphasized in physical education. The findings also suggest that goal orientations and the interaction of motivational climate and goal orientations must also be considered in order to gain a more complete understanding of intrinsic motivation in middle school physical education. This study provides tentative support for the notion that situational variables will override dispositional goal orientations if situational cues are strong enough. This suggests that a teacher can influence a student's intrinsic motivation by creating a mastery climate even if the student displays low task orientation.