Browsing by Author "Jean-Noel, Javan"
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Item 2 × 2 achievement goals profiles in Chilean competitive and recreational athletes: a first look(2016) Lochbaum, Marc; Jean-Noel, Javan; Kazak Çetinkalp, Zişan; Vallejo-Reyes, Felipe Andrés; Mena Campbell, JosePurpose: was to examine the 2 × 2 achievement goal profiles of Chilean young adults regularly participating in competitive and recreational sport. Materials: participants were 108 female and 132 males who were recruited from the Valparaiso and Viña del Mar areas of Chile. Participants completed a valid and reliable measure of the 2 × 2 achievement goals referenced to sport participation. Results: indicated that the entire sample significantly ( p < .05) and very meaningfully (Hedges’ g range 1.13 - 2.91) endorsed the mastery-approach goal more so than the other three achievement goals. Male participants significantly ( p < .05) endorsed both approach goals and the mastery goal contrast more so than the female participants. These differences approached medium in meaningfulness (Hedges’ g range .40 - .46). Significant differences did not exist between competitive and recreational athletes on any of the achievement goals or goal contrasts. Confirming the lack of significant differences were the computed small to negligible in magnitude effect sizes. Conclusions: the present data were a first look into profiling sport participants on the 2 × 2 achievement goals in Chile. Given this sample of Chilean participants endorsed the performance goals far less than found in the sport psychology 2 × 2 achievement goal literature, more research is needed before these results are generalized to Chilean sport participants. Future research must also examine the relationships of antecedents and consequences to the 2 × 2 achievement goals to advance sport psychology in Chile.Item A correlational meta-analysis of the interaction between achievement goals and self-determination theory in sport, exercise, and physical education(2014-12) Jean-Noel, Javan; Lochbaum, Marc; Masataka, Umeda; Stock, Matt S.Elliot’s achievement goals and hierarchal model of approach and avoidance and Self-Determination Theory (SDT) are two constructs empirically proven to be conducive to accurately researching motivation within sport, exercise, and physical education settings both independently and when studied concurrently. The purpose of this paper was to examine the relationships between the two theories in the aforementioned settings by conducting a meta-analytic review. A literature search was first performed to find relevant studies. Data analysis was performed using Comprehensive Meta-Analysis Version 2 software to compute the effect size, using sample weighted mean correlation, for each relationship between Elliot’s achievement goals and SDT. Separate analyses were run to examine any effects of age on the relationship between the two theories of motivation. Fifteen out of eighteen hypothesized relationships were statistically significant along with an additional five unpredicted relationships. Eleven relationships had significant differences in effect sizes for people < 18 years old compared with people ˃ 18 years old. The results were largely congruent with the extant literature. This review can serve as a guide to the processes behind motivation in sport, physical education, and exercise.Item A meta-analytic review of Elliot's (1999) Hierarchical Model of Approach and Avoidance Motivation in the sport, physical activity, and physical education literature(2017) Lochbaum, Marc; Jean-Noel, Javan; Pinar, Colleen; Gilson, ToddPurpose The purpose of this quantitative review was to summarize the state of Elliot's Hierarchical Model of Approach and Avoidance Motivation, specifically the antecedents of the 2 × 2 achievement goals in the sport, physical activity, and physical education literature. In addition, the intercorrelations amongst the 2 × 2 goals were also examined. Methods A systematic review of the literature was conducted. Meta-analytic procedures were used with the mean weighted sample correlation (rw) as the effect size metric. The antecedents were coded by Elliot's (1999) antecedent categories. A number of moderators were coded a priori. Results Based on a fixed effects model from 47 published studies (total unique n = 15,413) that met inclusion criteria, the 2 × 2 achievement goals were significantly correlated amongst each other ranging from small to medium to large in meaningfulness. Concerning the antecedents, overall they were theoretically correct in associations, but only a few of the relationships were medium in meaningfulness. Most relationships were small in meaningfulness. Heterogeneity was present for the interrcorrelation and antecedent analyses. Conclusion Future research is encouraged to grow and enrich the understanding of achievement goals within Elliot's complete Hierarchical Model of Approach and Avoidance Motivation to include both antecedents and outcomes simultaneously to improve upon the understanding of achievement motivation in sport, exercise, and physical activity settings.Item Perceived Autonomy-Support Instruction and Student Outcomes in Physical Education and Leisure-Time: A Meta-Analytic Review of Correlates(2016) Lochbaum, Marc; Jean-Noel, JavanPhysical inactivity is a global concern. Physical educators have direct access to children. Researchers have investigated the benefits of student perceived physical education (PE) autonomy-supportive instruction in PE and leisure-time (LT). Hence, a fixed-effect meta-analysis was conducted to gain an understanding of the direct effects of perceived PE autonomy-supportive instruction on a number of student outcomes. In total, 39 correlation based studies totaling 23,554 participants were analyzed with mean weighted correlation (rw) as the analyzed effect size. Nearly all effect sizes were statistically significant (p < .01). Effect sizes in PE ranged in meaningfulness from large to small across the PE categories of basic needs, emotions, motivational processes and behaviors, physical activity self-esteem, physical activity motivation, and general self-esteem/concept. For LT, effect sizes were mostly medium to small across the basics needs, motivation processes, and physical activity categories. Thus, though student perceived PE teacher autonomy-support instruction was meaningfully related to basics needs, higher level motivational processes (i.e. intrinsic motivation), and positive emotions in PE and LT, the relationships were small in meaningfulness with regards to physical activity. Future research must elucidate how perceived PE teacher autonomy-support instruction may directly improve children’s physical activity to combat the global inactivity epidemic.