Motivational Climate in Physical Education: How Anxiety and Pleasure Modulate Concentration and Distraction
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Purpose : This study examined the relationship between the motivational climate (empowering or disempowering) and pupils’ concentration and distraction in physical education, mediated by basic psychological needs (BPN) satisfaction/frustration, pleasure, and anxiety. Method: In total, 379 French high school pupils ( M age = 15.63; SD age = 0.87) completed a questionnaire regarding the study variables. This study used a structural equation modeling to examine the hypothesized relationships. Results : The motivational climate was found to be related to concentration/distraction. BPN satisfaction/frustration was related to concentration and distraction. This relation was mediated by anxiety and pleasure (empowering climate à BPN satisfaction à pleasure à concentration; disempowering climate à BPN frustration à anxiety à distraction). The model indicates a good fit: comparative-fit index = .93; Tucker–Lewis index = .91; root mean square error of approximation = .071. Discussion/Conclusion : By creating an empowering motivational climate and ensuring that pupils’ competence needs are satisfied or frustrated, teachers can improve pupils’ concentration which is key component of learning.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it