Motivational Climates(励志气候)研究综述
Motivational Climates 励志气候 - This study investigates the effect of motivational climates, as defined by goal setting theory, on collaboration in project teams. [1] Keywords: Perceived competence; goal orientations; motivational climates; relationship quality; multi-level model; planned missing data; three-form design. [2]本研究调查了目标设定理论所定义的激励氛围对项目团队协作的影响。 [1] 关键词：感知能力；目标导向；激励气氛；关系质量；多层次模型；计划的缺失数据；三形设计。 [2]
Oriented Motivational Climates 定向动机环境
The results suggested that PE teachers should create mastery-oriented climates and avoid performance-oriented motivational climates, which may promote intrinsic or identified motivations of students for PA within and beyond PE classes, thereby affecting the leisure-time PA of students. [1] Using structural equation modelling, results revealed a positive path from transformational leadership to both task and social cohesion, task-oriented motivational climates, self-regulation of learning and athlete satisfaction. [2] Furthermore, both state anxiety and trait anxiety were negatively correlated with emotional intelligence; (4) Conclusions: The key conclusion from the present research is that task-oriented motivational climates positively influence levels of emotional intelligence and anxiety, especially in contact sports. [3] The present study revealed that task-oriented motivational climates toward assignments generate higher levels of school adjustment within students. [4] Conclusion The importance of promoting task-oriented motivational climates in PA is highlighted, since this could develop a better resilience capacity in university students and will favor the tolerance to adversity and the positive acceptance of changes. [5] Conclusions: It can be pointed out that a better family functionality can promote higher levels of physical activity and self-determined motivations in sports shown by task-oriented motivational climates. [6] Ego-oriented motivational climates were related to higher rates of physical-sport engagement and better diet quality. [7]结果表明，体育教师应创造以掌握为导向的氛围，避免以表现为导向的激励氛围，这可能会促进学生在体育课内外进行体育活动的内在或确定的动机，从而影响学生的闲暇时间体育活动。 [1] 使用结构方程模型，结果揭示了从变革型领导到任务和社会凝聚力、以任务为导向的激励氛围、学习的自我调节和运动员满意度的积极途径。 [2] 此外，状态焦虑和特质焦虑都与情商呈负相关； (4) 结论：本研究的主要结论是，以任务为导向的动机氛围对情商和焦虑水平有积极影响，尤其是在接触性运动中。 [3] 本研究表明，以任务为导向的作业动机氛围会在学生内部产生更高水平的学校适应。 [4] 结论强调了在 PA 中促进以任务为导向的激励氛围的重要性，因为这可以培养大学生更好的适应能力，并有利于对逆境的容忍和对变化的积极接受。 [5] 结论：可以指出，更好的家庭功能可以促进更高水平的体育活动和运动中的自我决定的动机，这由以任务为导向的动机环境显示。 [6] 以自我为导向的激励氛围与更高的体育参与率和更好的饮食质量有关。 [7]
motivational climates positively
In the subscale level, task-involving and autonomy-supportive motivational climates positively and significantly predicted challenge and controlling motivational climate positively and significantly predicted threat. [1] Furthermore, both state anxiety and trait anxiety were negatively correlated with emotional intelligence; (4) Conclusions: The key conclusion from the present research is that task-oriented motivational climates positively influence levels of emotional intelligence and anxiety, especially in contact sports. [2]在子量表水平上，任务涉及和自主支持的动机气候正向且显着地预测挑战，而控制动机气候正向且显着地预测威胁。 [1] 此外，状态焦虑和特质焦虑都与情商呈负相关； (4) 结论：本研究的主要结论是，以任务为导向的动机氛围对情商和焦虑水平有积极影响，尤其是在接触性运动中。 [2]