Effects of feedback on achievement goals and perceived motivational climate in physical education

Abstract

The aim of the study is to determine the effects of teacher’s positive and negative feedback on high school students’ perceived motivational climate and achievement goals in a physical education setting. Forty seven ninth grade students participated in the study. The design was a 2 x 2 between subjects factorial crossing feedback condition (positive, negative) with test condition (pre-test, post-test). A six week intervention program was applied to positive and negative feedback intervention groups by a pre-service PE teacher during 6 weeks, 90 minutes per week in PE lessons. Results indicated that mastery and performance approach achievement goals increased and performance avoidance achievement goal decreased in the positive feedback group, while the results were opposite in the negative feedback setting. Perceptions of mastery motivational climate increased and performance avoidance motivational climate decreased in the positive feedback group, while perceptions of performance approach achievement goal and performance approach motivational climate increased in the negative feedback group. Overall, the type of teacher feedback changes the students’ achievement goals and perceptions of motivational climate in PE lessons. © 2014, Western Australian Institute for Educational Research Inc. All rights reserved.