The effects of motivational climate interventions on psychobiosocial States in high school physical education
Related Experiment Video
Updated: Apr 17, 2026

Visualization of Intensity Levels to Reduce the Gap Between Self-Reported and Directly Measured Physical Activity
Published on: March 7, 2019
Laura Bortoli1, Maurizio Bertollo, Francesca Vitali
1a University of Chieti-Pescara.
Purpose:
The purpose of this study was to examine the effects of task- and ego-involving climate manipulations on students' climate perception and psychobiosocial (PBS) states in a physical education setting.
Method:
Two subsamples of female students (N = 108, 14-15 years of age) participated in 12 lessons on either a task- or an ego-involving climate intervention as grounded in the TARGET (tasks, authority, recognition, grouping, evaluation, and time) model.
Results:
At the end of the treatment, the participants of the ego-involved group reported lower scores in the perceived task-involving climate and higher scores in the perceived ego-involving climate compared with their peers in the task-involved group. Lower scores in pleasant/functional PBS states and higher scores in unpleasant/dysfunctional PBS states were also observed in the ego-involved group as a consequence of the intervention.
Conclusion:
Findings suggested that teachers' induced achievement motivational climates can influence students' perceptions and prompt PBS states consistent with the motivational atmosphere.
Related Concept Videos
Stress Prevention and Stress Management Techniques VI
Motivation and Self-Determination
Motivation, the driving force behind behavior, plays a pivotal role at every stage of the change process. The research...
Self-Efficacy
Cognitive Dissonance
Motivational Cycle
The cycle begins with a need. This need can arise from various conditions, such as hunger, thirst, or temperature changes. For instance, when an individual feels cold, their body...
Sources of Self-Esteem II: Performance Feedback
Social Facilitation

