Motivational Climate in Physical Education: How Anxiety and Pleasure Modulate Concentration and Distraction
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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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| 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 | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".