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A Cluster Analysis on Students’ Perceived MotivationalClimate. Implications on Psycho-Social Variables

Published online by Cambridge University Press:  15 April 2014

Javier Fernandez-Rio ,
Antonio Méndez-Giménez  and
Jose A. Cecchini Estrada
Javier Fernandez-Rio*
Affiliation:
Universidad de Oviedo (Spain)
Antonio Méndez-Giménez
Affiliation:
Universidad de Oviedo (Spain)
Jose A. Cecchini Estrada
Affiliation:
Universidad de Oviedo (Spain)
*
*Correspondence concerning this articleshould be addressed to. Javier Fernández-Río. Universidadde Oviedo. Facultad de Formación del Profesorado yEducación. Calle Aniceto Sela s/n. despacho 219. 33005. Oviedo(Spain). E-mail: [email protected]
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Abstract

The aim of this study was to examine how students’ perceptions of theclass climate influence their basic psychological needs, motivationalregulations, social goals and outcomes such as boredom, enjoyment, effort, andpressure/tension. 507 (267 males, 240 females) secondary education studentsagreed to participate. They completed a questionnaire that included the Spanishvalidated versions of Perceived Motivational Climate in Sport Questionnaire(PMCSQ-2), Basic Psychological Needs in Exercise (BPNES), Perceived Locus ofCausality (PLOC), Social Goal Scale-Physical Education (SGS-PE), and severalsubscales of the IMI. A hierarchical cluster analysis uncovered four independentclass climate profiles that were confirmed by a K-Means cluster analysis:“high ego”, “low ego-task”,“high ego-medium task”, and “hightask”. Several MANOVAs were performed using these clusters asindependent variables and the different outcomes as dependent variables(p < .01). Results linked high mastery classclimates to positive consequences such as higher students’ autonomy,competence, relatedness, intrinsic motivation, effort, enjoyment, responsibilityand relationship, as well as low levels of amotivation, boredom andpressure/tension. Students’ perceptions of a performance classclimate made the positive scores decrease significantly. Cluster 3 revealed thata mastery oriented class structure undermines the negative behavioral andpsychological effects of a performance class climate. This finding supports thebuffering hypothesis of the achievement goal theory.

Keywords

secondary educationmotivationbuffering hypothesis
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 17 , 2014 , E18
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2014 

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