The Mediating Effect Of Self Determined Motivation In Student Athlete Perceptions Of Coaching Behaviors And Its Effect On Grit And Mental Toughness
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| Author | : Lloyd Scharneck |
| Publisher | : |
| Total Pages | : 49 |
| Release | : 2017 |
| Genre | : |
| ISBN | : 9780355072396 |
The aim of this current study was to examine the relationship between coaching behaviors, grit, mental toughness, and motivation. I hypothesized that coaching behaviors would have an indirect influence on grit and mental toughness through the motivational orientations of athletes. To examine these relationships, we surveyed 219 student athletes from Midwestern universities using valid and reliable measures assessing the key constructs in this study. Results revealed significant positive relationships between autonomy-supportive coaching, grit, mental toughness and autonomous motivation. Significant negative relationships between controlling coach, grit, and mental toughness were also found. Path analysis revealed two major findings. A significant positive indirect relationship between autonomy-supportive coaching and mental toughness through autonomous motivation emerged, also controlling coaching had a direct, indirect and total negative effect on grit. I concluded that while modifications need to be made to improve our proposed model, the information found represents important information on how coaching behaviors contribute to mental toughness and grit in athletes.
| Author | : Chelsea J. Burrell |
| Publisher | : |
| Total Pages | : 94 |
| Release | : 2016 |
| Genre | : Autonomy (Psychology) |
| ISBN | : |
"Recent literature suggests that coaches play a significant role in creating a climate that fosters self-determined motivation among athletes. Coaching style influences athlete perception, motivation, and performance. Research supports that an autonomy-supportive coaching style is an effective motivational tool for coaches, whereas a controlling coaching style is ineffective. Previous research has shown that an autonomy-supportive interpersonal style increases self-determined motivation among athletes. However, previous research typically includes only one interpersonal coaching style. In addition, there is minimal research looking at needs satisfaction mediating the relationship between coaching behavior and athlete motivation through the SDT continuum. The purpose of this study was to examine the relationship of autonomy-supportive and controlling coaching behaviors with high school athletes' motivation as well as needs satisfaction. High school athletes from the Western region of North Carolina (n=162) completed the Coach Behavior Scale in Sport, Controlling Coach Behavior Scale, Behavior Regulation in Sport Questionnaire, and the Basic Needs Satisfaction Sport Scale. Correlations and multiple regression analyses were used to analyze relationships among coaching behaviors, needs satisfaction, and motivation. The hypotheses were 1) autonomy-supportive coaching behavior is positively related to higher forms of self-determined motivation and needs satisfaction, 2) controlling coaching behavior is negatively related to self-determined forms of motivation and needs satisfaction, and3) needs satisfaction mediates the relationship between coaching behavior and athlete motivation. As predicted, autonomy-supportive coaching behavior was positively and significantly correlated with higher forms of self-determined motivation (intrinsic: r=.463; integrated: r=.512; and identified: r=.558), whereas controlling coaching behavior was positively and significantly correlated with more extrinsic forms of motivation (external: r=.411 and amotivation: r=.279). Autonomy-supportive coaching behavior was positively correlated with all three needs (competence: r=.479, autonomy: r=.583, and relatedness: r=.582), and in turn, the three needs positively predicted higher forms of self-determined motivation. Multiple regression results indicate that the relationships of autonomy-supportive and controlling coaching behaviors with motivation are partially mediated by perceived needs satisfaction, but the relationships differed for different forms of motivation. Evidence for mediation was strongest for intrinsic motivation, and for integrated motivation and identified motivation, autonomous coach behavior added to the prediction suggesting the relationship was not fully mediated by needs satisfaction. For external regulation, controlling coaching behavior was a strong direct predictor with no evidence of mediation. The results indicate that autonomy-supportive coaching behavior predicts need satisfaction and enhances athlete motivation whereas controlling coaching behavior reduces self-determined motivation. Therefore, coaches are advised to use strategies that promote autonomy, such as providing options, giving athletes opportunities to make decisions, and allowing athletes to feel involved."--Abstract from author supplied metadata.
| Author | : Danelle Kabush |
| Publisher | : |
| Total Pages | : 408 |
| Release | : 2007 |
| Genre | : Achievement motivation |
| ISBN | : |
| Author | : Katarrii U. Donald |
| Publisher | : |
| Total Pages | : 420 |
| Release | : 2019 |
| Genre | : Dissertations, Academic |
| ISBN | : |
ABSTRACT: This quantitative study sought to determine the relationship between high school coaches' leadership behaviors and their athletes' self-efficacy and grit. Specifically, this study sought to determine whether the training and instructions, democratic behavior, autocratic behavior, social support, or positive feedback of a coach impacted a student-athletes' self-efficacy and grit. This research also explored whether ethnicity and gender influenced perceptions. Survey data were collected from 378 former high school athletes from a public university in a rural areas in the southerner portion of the United States and 197 responded. Findings indicated that student-athletes' perceptions of their former high school coaches ' leadership behaviors did influence their self-efficacy and grit. In addition, the findings also indicated student-athletes' perceptions of coaches' leadership behaviors were also influenced by the students' ethnicity or gender. Implication for practice highlighted the importance of the student-athlete and coach relationship and how this relationship can impact student-athlete self-efficacy and grit.
| Author | : Meredith Rocchi |
| Publisher | : |
| Total Pages | : |
| Release | : 2016 |
| Genre | : |
| ISBN | : |
Based in Self-Determination Theory (SDT), the overall objective of this thesis was to explore how the coaching context, coach psychological needs, and coach motivation influenced coaches' interpersonal behaviours when they interacted with their athletes, and how these interpersonal behaviours impacted athletes' psychological needs and motivation in sport. This objective was achieved through a series of 10 studies, looking at different samples of coaches and athletes, divided into four manuscripts. First, there was a need to create a measure that captured both perceptions of others', as well as self-reports of the six interpersonal behaviours according to SDT (autonomy-support, competence-support, relatedness-support, autonomy-thwarting, competence-thwarting, and relatedness-thwarting). As such, in Manuscript #1, the Interpersonal Behaviours Questionnaire (IBQ) was created and validated as a general measure of perceptions of other people's interpersonal behaviours (Study 1 N = 534 students; Study 2 N = 351 students) and as a self-report of interpersonal behaviours used in general (Study 3 N = 607 students). In Manuscript #2, the validity of the measure was extended to include the sport context by testing the scale with coaches and athletes. Specifically, Study 1 (N = 239 athletes) validated the measure with a sample of athletes reporting on their coaches' behaviours, and Study 2 (N = 240 coaches) looked at coaches' reports of their own behaviours in their interactions with their athletes. Overall, the results of these five studies provided support for the factor structure and validity of the IBQ as a measure of perceived and self-reported interpersonal behaviours in both the general context, as well as sport. Next, Manuscript #3 explored the antecedents of coaches' reported interpersonal behaviours. Specifically, Study 1 (N = 56 coaches) looked at the coaching context in order to identify the factors that had the largest impact on coaches' experiences. In Study 2 (N = 310 coaches), the relationship between coaches' psychological needs, motivation for coaching, and interpersonal behaviours was explored to confirm the sequence occurred as would be expected according to SDT. Finally, in Study 3 (N = 225 coaches), the influence of the contextual factors on coaches' psychological needs, motivation, and interpersonal behaviours was examined. Overall, the results supported that coaches in a supportive context experienced increased need satisfaction, higher autonomous motivation for coaching, and were more likely to engage in supportive interpersonal behaviours with their athletes; while coaches in a thwarting context experienced increased need frustration, higher controlled motivation, and were more likely to engage in thwarting interpersonal behaviours. Finally, Manuscript #4 explored the outcomes of coaches' interpersonal behaviours. First, Study 1 (N = 180 athletes) looked at athletes' perceptions of their coaches' behaviours and how their perceptions impacted psychological needs and motivation in sport. Lastly, Study 2 (N = 278 athletes; N = 53 coaches) explored whether coaches' self-reports of their interpersonal behaviours were in line with their athletes' same perceptions of these behaviours, and explored the factors that were related to whether coaches and athletes were in agreement. These last two studies found that supportive interpersonal behaviours promoted need satisfaction and autonomous motivation for athletes; while thwarting interpersonal behaviours promoted need frustration and controlled motivation for athletes. Overall, this thesis helped extend the existing research in motivational psychology and helped address some important limitations.
| Author | : |
| Publisher | : |
| Total Pages | : 65 |
| Release | : 2018 |
| Genre | : |
| ISBN | : |
This study examined the relationship between college student-athletes' well-being, self-ratings of mental toughness in sport, and perceptions of the coach-created motivational climate. One hundred and two NCAA Division I female student-athletes completed measures of well-being, mental toughness, and coach-created motivational climate over the course of a university academic year. The author hypothesized that mental toughness and perceptions of the coach-created motivational climate would predict well-being. Overall, the results of the study found a predictive relationship between well-being and mental toughness, and well-being, mental toughness, and an ego-involving coach-created motivational climate. These results provide initial evidence that cognitive, affective, personality, and environmental factors influence student-athlete well-being. The findings also demonstrate that Henriques et al.'s (2017) Nested Model of Well-being (NM) may be an effective model to understand the unique factors that influence student-athlete well-being. For example, the results of the study indicate that the construct of mental toughness may overlap with Henriques et al.'s (2014) conceptualization of adaptive potentials (one's skills and abilities to function effectively in the environment). Additionally, the influence of a student-athlete's perception of the coach-created motivational climate on well-being may be aligned with the NM's characterization of the environmental domain. These results indicate a need to study other factors that influence student-athlete well-being. This study demonstrates a need to develop measures that assess student-athlete well-being while also accounting for the unique cultural components of college athletics that may influence the well-being of student athletes.
| Author | : Mallory Elizabeth Mann |
| Publisher | : |
| Total Pages | : 59 |
| Release | : 2009 |
| Genre | : Burn out (Psychology) |
| ISBN | : |
The primary purpose of this paper was to determine if athletes' perceptions of their coaches' behaviors contributed to variations in their experiences of burnout over the course of a season. A secondary purpose of this study was to examine whether or not changes in athlete burnout levels across the competitive year corresponded with differences in motivational orientation profiles. Results showed that certain perceived coaching behaviors did, in fact, explain, at least in part, the increase in burnout levels that a small number of athletes reported throughout the season. It is also significant to note that, in relation to the secondary purpose of this study, changes in motivation (i.e. moving from self-determined to non self-determined motivational styles) as the season progressed were predictive of an increase in burnout levels.
| Author | : Lindsey Swanson |
| Publisher | : |
| Total Pages | : |
| Release | : 2015 |
| Genre | : |
| ISBN | : |
The National College Athlete Association (NCAA) reports ever-increasing numbers of students participating in collegiate sports. As the demand for and intensity of collegiate sports continue to grow, there is a need to understand the sport enviornment and assist in the development of environments conducive to the well-being of student-athletes. This study used the vocational and industrial-organizational theory of person-environment fit to concptualize the collegiate sport environment as it shares numerous characteristics with a work environment. This study examined the relationships between the perceived cohesion student-athletes experience with their coaches and teammates and their motivation to perform. The impact of three moderators (athletic identity, sex, and sport type) on the cohesion - motivation relationship was also examined. Using data collected from 219 male and female collegiate student-athletes, hierarchical multiple regressions tested the effects of the perceived coach-athlete relationship and team-athlete relationship on predicting athletes' motivation to perform as well as the moderating effects of athletic identity, sex, and sport type. The athletes' perceived coach-athlete cohesion, team-athlete cohesion, and athletic identity (i.e., the degree to which an individual identifies with the athlete role) predicted the intrinsic and self-determined motivation levels of student-athletes. Athletic identity moderated the relationship between perceived team-athlete cohesion and motivation; sport type moderated the relationship between perceived coach-athlete cohesion and motivation. For student-athletes who reported a low athletic identity, perceived cohesion with their team was more predictive of their motivation levels than it was for those who had higher athletic identity. The degree to which they perceived cohesion with coach was more strongly predictive of self-determined motivation levels for student-athletes of individual sports compared to student-athletes involved in team sports. Clinical implications of the findings and future research are discussed.
| Author | : Joan Elaine Thurston |
| Publisher | : |
| Total Pages | : |
| Release | : 2017 |
| Genre | : Anxiety -- Effect of stress on -- Public opinion |
| ISBN | : |
Abstract Student-athletes are viewed as the epitome of health due to their physical appearance and talent set; however, it is their psychological health that needs significant attention (Etzel, 2006). Psychosocial stressors such as the pressures and demands of being a student and athlete as well as the demands and expectations of the coach have significant impact on the student-athlete's mental health and well-being (Beauchemin, 2014; Cleary et al., 2011; Lafrenière et al., 2011; Mageau & Vallerand, 2003; Watson, 2005). The purpose of this research is to investigate any correlation between student-athletes' perceptions of coaching leadership behaviors and the symptoms associated with disorders such as anxiety, depression, suicidality, and substance abuse. The Leadership Scale for Sport (Chelladurai & Saleh, 1980) and the Symptom Assessment Measure instruments are used in this study. An exploratory analysis determined the reliability and construct validity of the instruments. Thirty-three student-athletes from a non-football Division I university engaged in the study, with twenty-eight completing some or all portions of study. All participants are between the ages of eighteen and twenty-four. A linear regression analysis demonstrated no relation between the independent variable, student-athlete perception of coaching leadership behaviors and the dependent variable, symptoms associated with anxiety, depression, suicidal behavior, and substance abuse mental health disorders, (F=.52, p=.49, R2=.061, and Beta coefficient was -0.248). Gender differences is not determined due to the skewed sample consisting of eighty five percent female and fifteen percent male. Though the linear regression analysis indicates no relation between the dependent and independent variable, supplemental contextualization was given to additional questions asked on the Symptoms Assessment Measure. These findings provide evidence that student-athletes perceive that their coach's leadership behaviors do have influence on their mental health. This reinforces reports that coaches do wield power over their athletes and their influence is related to student-athletes' psychological well-being (Horn, 2008; Locke et al., 2012; Stebbings et al., 2012).
| Author | : Christian Sengfelder |
| Publisher | : |
| Total Pages | : 111 |
| Release | : 2019 |
| Genre | : College athletes |
| ISBN | : |
"Introduction: An athlete’s performance is dependent on both psychological and physical factors. Perfectionism and motivation are two psychological factors that can influence performance of athletes in a positive or negative manner. The relationship between perfectionism and motivation has been studied previously, but the relationship has not been studied with sport specific measurements and the collegiate athlete population has largely been ignored. Purpose: To investigate the levels of perfectionism and motivation in collegiate Division I student-athletes and determine how the forms of perfectionism (adaptive versus maladaptive) are related to the different levels of motivation (controlled vs autonomous forms) in this population. Hypotheses: It was hypothesized that collegiate athletes would have high levels of personal standards, high perceived coach pressure, and concern about mistakes and higher levels of controlled forms of motivation than autonomous motivation. Further, it was hypothesized that the adaptive forms of perfectionism would relate to autonomous forms of motivation whereas the maladaptive forms of perfectionism would relate to controlled forms of motivation in collegiate athletes. Methods: Two hundred and sixty-four student – athletes with an average age of 19.62(1.34) were recruited from a Division I university in the Western United States. Perfectionism was assessed using the Sport – Multidimensional Perfectionism Scale -2 with its six subscales (personal standards, organization, perceived parental pressure, perceived coach pressure, concern over mistakes and doubts about actions) and motivation was assessed by using the Behavioral Regulation in Sports Questionnaire with its nine subscales (amotivation, external regulation, introjected regulation, identified regulation, integrated regulation, intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation and general intrinsic motivation). Statistical Analysis: Means and standard deviations were calculated to describe the sample. To test the relationship between the variables, a multivariate multiple regression (MMR) with follow up canonical correlation was conducted with the six subscales of the Sport – Multidimensional Perfectionism Scale -2 predicting the nine subscales of the Behavioral Regulation in Sports Questionnaire. Results: Student-athletes had high levels of personal standards and organization. Additionally, they had high levels of intrinsic motivation and autonomous forms of motivation. Further, the MMR indicated that two functions were significant and explained 19.62% of the variance (functions 1 = 15.62%, function 2 = 4.0%). Investigation of the functions indicated that personal standards, organization, concern over mistakes, and perceived parental pressure predicted autonomous forms of motivation. Maladaptive forms of perfectionism, represented by perceived coach pressure, perceived parental pressure, doubts about actions and concern over mistakes, positively predicted controlled forms of motivation and inversely predicted autonomous forms of motivation. Conclusion: Findings imply that an environment with low coach pressure and a focus on helping athletes learn new skills without concerns for mistakes would be most beneficial for athletes. Specifically, these changes would decrease perceived coach pressure, concern over mistakes and doubts about action and hence increase the likelihood of intrinsic motivation and autonomous forms of motivation. Secondly, athletes should be encouraged to hold high standards for themselves and to develop routines as these standards should lead to increased levels of intrinsic and autonomous forms of motivation."--Boise State University ScholarWorks.
