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- Publisher
- Springer Journals
- Copyright
- Copyright © 2001 by Kluwer Academic Publishers
- Subject
- Education; Educational Technology; Sociology of Education; Learning and Instruction
- ISSN
- 1387-1579
- eISSN
- 1573-1855
- DOI
- 10.1023/A:1012495615828
- Publisher site
- See Article on Publisher Site
Abstract
This study examined the influence of the perceived situational climate on students' implicit theories of ability in physical education (PE) classes. The empirical data stem from a questionnaire survey of ninth grade students conducted in the county of Buskerud in Norway. Canonical correlation, multiple regression and one-way MANOVA analyses revealed a consistent pattern of relationships between the motivational climate in PE as perceived by the students and their implicit theories of ability. A learning environment that is perceived to emphasise competition and social comparison and to raise concern about one's ability seems to induce fixed implicit theories of ability. By contrast, a climate in which effort, progress and teacher support of all students is seen as prevailing seems to generate a theory of ability as expandable and learning induced. Results were interpreted as providing evidence for the importance of a mastery-oriented climate in PE in terms of fostering optimism for learning in school physical education.
Journal
Learning Environments Research – Springer Journals
Published: Oct 9, 2004