Motivational Aspects Motivational Aspects

Research in this theme examines the personal and contextual factors that influence motivational processes in sport, health and education contexts. We apply contemporary theories of motivation (e.g., Achievement Goal Theory and Self-Determination Theory) to our exploration of these factors to determine their influences on optimal motivation, learning, performance, psychological well-being and health-conducive behaviours. We also explore how these factors influence changes in motivation over time.

Specific areas of expertise include implicit theories of ability, perceptions of competence, psychological need satisfaction and frustration, autonomy-supportive and controlling environments, and mastery and performance motivational climates.

Publications

Warburton, V. E., & Spray, C. M. (2016). Individual-level change in achievement goals in physical education. International Journal of Research Studies in Education. doi: 10.5861/ijrse.2016.1418.

Cuevas, R., Sánchez-Oliva D., Bartholomew, K. J., Ntoumanis, N., & García-Calvo, T. (2015). Assessing experiences of need thwarting in Spanish physical education teachers: Adaptation and validation of the Psychological Need Thwarting Scale. Spanish Journal of Psychology, 18, 1-9.

Costa, S., Ntoumanis, N., & Bartholomew, K. J. (2015). Predicting the brighter and darker sides of interpersonal relationships: Does psychological need thwarting matter? Motivation and Emotion, 39, 11-24.

Castillo, I., Tomás, I., Ntoumanis, N., Bartholomew, K. J., Duda, J. L, & Balaguer, I. (2014). The Spanish version of the Controlling Coach Behavior Scale in the sport context: Psychometric properties and invariance over time and competitive level. Psicothema, 26, 409-414.

Warburton, V. E, & Spray, C. (2014). Appearance- and competition-focused performance goals: Examining their links with performance in physical education. European Physical Education Review, 20(3), 305-318. doi: 10.1177/1356336x14524112

Adie, J. W., & Bartholomew, K. J. (2013). The well- and ill-being of participants in competitive sport settings: A review of motivational determinants. In C. Mohiyedinni (ed.), Advances in the Psychology of Sport and Exercise (pp. 109-140). Hauppauge, NY: Nova Science Publishers.

Warburton, V. E., & Spray, C. (2013). Antecedents of approach-avoidance achievement goal adoption: An analysis of two physical education activities. European Physical Education Review, 19(2), 215-231. doi: 10.1177/1356336x13486055

Spray, C. M., Warburton, V. E., & Stebbings, J. (2013). Change in physical self-perceptions across the transition to secondary school: Relationships with perceived teacher-emphasised achievement goals in physical education. Psychology of Sport and Exercise, 14(5), 662-669. doi: http://dx.doi.org/10.1016/j.psychsport.2013.05.001

Bartholomew, K. J., Ntoumanis, N., Ryan, R. M., Bosch, J., & Thøgersen-Ntoumani, C. (2011). Self-determination theory and diminished functioning: The role of interpersonal control and psychological need thwarting. Personality and Social Psychology Bulletin, 37, 1459-1473.

Bartholomew, K. J., Ntoumanis, N., & Thøgersen-Ntoumani, C. (2011). Self-determination theory and the darker side of athletic experience: The role of interpersonal control and need thwarting. Sport and Exercise Psychology Review, 7, 23-27.

Thøgersen-Ntoumani, C., Ntoumanis, N., Cumming, J., Bartholomew, K. J., & Pearce, G. (2011). Can self-esteem protect against the deleterious consequences of self-objectification for mood and body satisfaction in physically active female university students? Journal of Sport and Exercise Psychology, 33, 289-307.

Spray, C. M., & Warburton, V. E. (2011). Temporal relations among multidimensional perceptions of competence and trichotomous achievement goals in physical education. Psychology of Sport and Exercise, 12(5), 515-524. doi: 10.1016/j.psychsport.2011.04.007

Warburton, V. E., & Spray, C. M. (2009). Antecedents of approach-avoidance achievement goal adoption in physical education: A longitudinal perspective. Journal of Teaching in Physical Education, 28(2), 214-232.

Warburton, V. E., & Spray, C. M. (2008). Motivation in physical education across the primary-secondary school transition. European Physical Education Review, 14(2), 157-178. doi: 10.1177/1356336X08090704

Spray, C. M., Wang, C. K. J., Biddle, S. J. H., Chatzisarantis, N. L. D., & Warburton, V. E. (2006). An experimental test of self-theories of ability in youth sport. Psychology of Sport and Exercise, 7, 255-267.

Projects

  • The quality of teacher-pupil relationships in Physical Education: A key factor for pupils’ achievement, motivation and well-being. PI: Victoria Warburton, Co-investigators: Lee Beaumont (EDU) and Sophia Jowett (Loughborough University). Funded by EDUs Pump Priming Research Fund (2013).
  • A longitudinal study of the influence of peer and teacher climates in physical education. PI: Victoria Warburton. Funded by the British Academy (2011).