Influence of perceived motivational climate on achievement goals in physical education: A structural equation mixture modeling analysis

Abstract

The purpose of the current study was to examine the influence of perceived motivational climate on achievement goals in physical education using a structural equation mixture modeling (SEMM) analysis. Within one analysis, we identified groups of students with homogenous profiles in perceptions of motivational climate and examined the relationships between motivational climate, 2 × 2 achievement goals, and affect, concurrently. The findings of the current study showed that there were at least two distinct groups of students with differing perceptions of motivational climate: one group of students had much higher perceptions in both climates compared with the other group. Regardless of their grouping, the relationships between motivational climate, achievement goals, and enjoyment seemed to be invariant. Mastery climate predicted the adoption of mastery-approach and mastery-avoidance goals; performance climate was related to performance-approach and performance-avoidance goals. Mastery-approach goal had a strong positive effect while performance-avoidance had a small negative effect on enjoyment. Overall, it was concluded that only perception of a mastery motivational climate in physical education may foster intrinsic interest in physical education through adoption of mastery-approach goals.