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Yngvar Ommundsen Glyn C Roberts Pierre-Nicolas Lemyre Blake W Miller 《Journal of sports sciences》2013,31(9):977-989
The aim of this study was to examine the relationship between the perceived motivational climate, achievement goals, perfectionism and indices of peer relationships in a sample of young male and female Norwegian soccer players. The sample consisted of 1719 experienced soccer players (1231 males, 488 females) aged 12?–?19 years (mean = 14.9 years) participating in the Norway Cup international youth soccer competition. The players responded to a questionnaire measuring perceived peer acceptance and quality of friendship in soccer, perceived motivational climate, achievement goals and perfectionism in soccer. Canonical correlation analyses revealed that young female players who perceived the motivational climate as predominantly mastery oriented, and who were moderately task oriented and scored negatively on maladaptive perfectionism, reported better relations with their peers in soccer. Constructive peer relations were evident in that they scored positively on companionship with their best friend in soccer; they perceived this friend as being loyal and of allowing free discussion, and they reported being socially accepted by their peers in soccer. Mirroring these findings, young male players who perceived the motivational climate as predominantly performance oriented, who had a moderately negative score on task orientation but a quite strong positive score on maladaptive perfectionism, reported negative relationships with peers in terms of these aspects. They also reported being in conflict with their best soccer friend. The findings suggest that the qualities of motivation have a systematic relationship with peer acceptance and the quality of friendship in male and female youth soccer. 相似文献
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The aim of this study was to examine the relationship between the perceived motivational climate, achievement goals, perfectionism and indices of peer relationships in a sample of young male and female Norwegian soccer players. The sample consisted of 1719 experienced soccer players (1231 males, 488 females) aged 12-19 years (mean = 14.9 years) participating in the Norway Cup international youth soccer competition. The players responded to a questionnaire measuring perceived peer acceptance and quality of friendship in soccer, perceived motivational climate, achievement goals and perfectionism in soccer. Canonical correlation analyses revealed that young female players who perceived the motivational climate as predominantly mastery oriented, and who were moderately task oriented and scored negatively on maladaptive perfectionism, reported better relations with their peers in soccer. Constructive peer relations were evident in that they scored positively on companionship with their best friend in soccer; they perceived this friend as being loyal and allowing of free discussion, and they reported being socially accepted by their peers in soccer. Mirroring these findings, young male players who perceived the motivational climate as predominantly performance oriented, who had a moderately negative score on task orientation but a quite strong positive score on maladaptive perfectionism, reported negative relationships with peers in terms of these aspects. They also reported being in conflict with their best soccer friend. The findings suggest that the qualities of motivation have a systematic relationship with peer acceptance and the quality of friendship in male and female youth soccer. 相似文献
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Myreille St-Onge Alexandre Lemyre 《International Journal of Disability, Development & Education》2018,65(4):459-474
The number of students with mental health disorders (MHDs) in postsecondary institutions is increasing. Teachers’ attitudes are among the main factors that influence these students’ academic success. Unfortunately, their attitudes are little studied, in part because of lack of validated scales. Therefore, this article has two purposes: (1) analyse the construct validity of new scales assessing teachers’ attitudes, as well as existing scales without an established construct validity; and (2) report the correlations between the variables assessed in these scales, with a special focus on two variables: (a) teachers’ negative attitudes; and (b) the measures offered to students by teachers. The participants are 232 teachers from 16 French and English CEGEPS in Quebec, Canada. The questionnaire includes three scales created by the research team and three scales from the Mental Illness Awareness Survey. Correlational and factor analyses were conducted. The scales present good construct validity. Four variables were associated with the two variables of interest: confidence in one’s ability to convince a student to seek help; familiarity with MHDs; knowledge and understanding of MHDs; favourable perception of the accommodations offered by adapted and psychosocial services. Based on these results, strategies are proposed to improve teachers’ attitudes. 相似文献
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