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In the classroom and on the playing field :Lessons from teachers and coaches for cultivating motivation in adolescence.

Record Type:	Electronic resources : Monograph/item
Title/Author:	In the classroom and on the playing field :
Reminder of title:	Lessons from teachers and coaches for cultivating motivation in adolescence.
Author:	Galloway, Mollie Kathleen.
Description:	220 p.
Notes:	Adviser: Robert W. Roeser.
Notes:	Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3188.
Contained By:	Dissertation Abstracts International64-09A.
Subject:	Education, Educational Psychology.
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3104225
ISBN:	0496517937

In the classroom and on the playing field :Lessons from teachers and coaches for cultivating motivation in adolescence.
Galloway, Mollie Kathleen.

In the classroom and on the playing field :Lessons from teachers and coaches for cultivating motivation in adolescence. [electronic resource] - 220 p.

Adviser: Robert W. Roeser.

Thesis (Ph.D.)--Stanford University, 2003.

This dissertation drew upon goal theory and self-determination theory to examine how adults could cultivate healthy adolescent motivation and development within two achievement contexts (the high school classroom and sports field). Specifically explored was whether teacher-coaches who worked with youth in two achievement contexts held a different set of beliefs about adolescent motivation and development, implemented different strategies to engage students in the classroom, and fostered different motivation in students compared to non-coaching teachers. Participants included nine teacher-coaches nominated as exemplary sport coaches who also taught an academic subject, a matched sample of seven non-coaching teachers, athletes of teacher-coaches ( n = 52) and students of teacher-coaches (n = 361) and non-coaching teachers (n = 221). Adult and athlete interviews and student surveys were used to assess youth outcomes and the motivational climate created by teacher-coaches and non-coaching teachers. Results demonstrated that teacher-coaches primarily used exemplary strategies in sport across six of seven dimensions studied (e.g., cultivating healthy relationships, teaching character). For goal structure, they implemented both mastery- and performance-oriented strategies. Consistent with goal theory, athletes' perceptions of a mastery approach were linked to more adaptive outcomes than perceptions of a performance approach. However, teacher-coaches often coupled performance-oriented strategies with other exemplary strategies, mitigating negative outcomes typically associated with performance climates. Teacher-coaches perceived school and sport contexts as having different structural features (e.g., small team size versus large class size). Their experiences in these two different contexts were related to a unique set of beliefs about adolescent motivation and development (e.g., that adolescents can be highly motivated in achievement contexts). In the classroom, teacher-coaches were more likely than non-coaching teachers to implement positive strategies to engage students (e.g., transmitting enthusiasm for material, making material relevant to students). Students of teacher-coaches reported that these adults adopted a more mastery-oriented approach to learning. They indicated having more fun and being more willing to give effort in teacher-coaches' classrooms. Surprisingly, findings also indicated that teacher-coaches' students adopted more of a performance orientation than non-coaching teachers' students. Results have implications for goal theory, strategies for engaging adolescents in achievement contexts, and current reform efforts including the creation of small schools.

ISBN: 0496517937Subjects--Topical Terms:

227211
Education, Educational Psychology.

In the classroom and on the playing field :Lessons from teachers and coaches for cultivating motivation in adolescence.
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