Pupils' self-regulation in physical education: the role of motivational climates and differential achievement goals

This study examined the relationship of motivational climate and differential achievement goals to meta-cognitive self-regulation, regulation of effort, help-seeking and self-handicapping in physical education (PE). The sample consisted of 273 pupils (boys n = 125; girls n = 148) attending 10th grade PE classes in Norway. Both motivational climates and achievement goals revealed expected patterns of relations to self-regulation indices. Direct climate influences as well as goal mediated influences were observed as illustrated by a direct positive influence of a mastery climate on metacognitive strategy use and effort regulation and by a positive performance climate effect on self-handicapping, mediated by a performance-avoid goal. A performance-avoid goal also moderated the influence of a mastery climate on effort regulation. Results lend support to the trichotomous achievement goal perspective by showing a) differential self-regulation influences of performance-approach and performance-avoid goals and b) proximal goal influences to be mediators in relations between distal climate influences and pupils' self-regulation.