Young people, in particular, are motivated by a perception of mastery in these areas and, in turn, perceived mastery will stimulate them in continued effort investment in an attempt to improve their skills or competency. According to Harter, people are motivated to achieve competence in a number of achievement areas such as academia, athletics, and social relationships. The above position is in line with Harter's ( 1978, 1981) competence motivation theory. A mastery climate tends to promote adaptive cognitions, emotions, and behaviours, such as well-being, satisfaction, motivation, and task perseverance, whereas a performance climate is likely to induce maladaptive cognitive, motivational, and affective responses, including dissatisfaction, lack of motivation, reduced effort, and task avoidance (for a review, see Ntoumanis & Biddle, 1999). In contrast, a performance (or ego-involving) climate fosters social comparison, intra-team competition, normative-based evaluation individuals are disapproved of when committing mistakes or underperforming.
A mastery (or task-involving) climate emphasizes effort, cooperation, learning, improvement, social relations, and a positive approach to mistakes viewed as naturally associated with the learning process. the coach) that moderates the influence of individual goal orientation.
avoidance behaviour), because they tend to be concerned with how adequate their ability is compared with others.Īn additional fundamental tenet of achievement goal theory is the motivational climate (Ames, 1992), which has been suggested to be a situational variable created by influential persons (e.g. However, ego-involved persons with low perceived competence are likely to show maladaptive motivational responses (e.g. Adaptive motivational patterns should also appear in ego-involved individuals with high perceived competence. Task-involved persons are expected to exhibit positive and adaptive motivated behaviours, regardless of their levels of perceived competence. In contrast, highly ego-oriented people strive to outperform others or to do better than others with less effort and, as a consequence, they are concerned with demonstrating normative competence. Highly task-oriented individuals focus on self-improvement and effort in mastering a task their perception of competence is self-referenced. Nicholls ( 1984) argued that achievement goals and behaviours might differ depending on the conception of ability held by an individual.
Perception of competence is a central construct within achievement goal theory. High perceived competence facilitates positive expectations for success, intrinsic motivation, and achievement-oriented behaviours, such as engagement, effort to master skills, persistence in the face of difficulty, and choice of challenging tasks (for a review, see Roberts, Treasure, & Conroy, 2007). It is related but a more general construct than self-efficacy, which refers to the personal beliefs of being able to attain a desired outcome on a specific task (Bandura, 1997). Perceived competence refers to individuals' evaluation of their own capability to interact effectively in a specific achievement domain (Horn, 2004). Theoretical approaches to motivation, such as achievement goal theory (Nicholls, 1984) and self-efficacy (Bandura, 1997), highlight the fundamental role of perceived competence as a predictor of motivation and behaviour in different human endeavours, including sport and exercise. It is therefore recommended that both constructs be included in motivational research. Moreover, actual competence and perceived competence interacted in different ways with dispositional goal orientations and motivational climate perceptions in the prediction of psychobiosocial states. Moderated hierarchical regression analysis showed that perceived competence, actual competence, and task orientation were the strongest predictors of pleasant psychobiosocial states.
An actual competence scale was also administered to coaches asking them to assess their youngsters. The assessment included a perceived competence scale, a goal orientation questionnaire, a motivational climate inventory, and pleasant psychobiosocial descriptors. The sample consisted of 320 Italian youths (160 girls and 160 boys) aged 13–14 years who were involved in individual or team sports. emotion, cognition, motivation, bodily reaction, movement, performance, and communication) as conceptualized by the Individual Zones of Optimal Functioning model. We examined the three-way interactions among competence (actual and perceived), individuals' dispositional goal orientation (task/ego), and perceived sport motivational climate (mastery/performance) in the prediction of pleasant psychobiosocial states (i.e.
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