سامانه مدیریت نشریات علمی دانشگاه شهید بهشتی

صابونچی, رضا, خلیلی, مجید, نیکروان, محمد, آقایی, نجف. (1402). تأثیر فضای انگیزشی تکلیف گرا وخود گرای ورزشی بر خود پنداره بدنی دانش آموزان. , 15(1), 47-62. doi: 10.48308/mbsp.2021.223431.1048
رضا صابونچی; مجید خلیلی; محمد نیکروان; نجف آقایی. "تأثیر فضای انگیزشی تکلیف گرا وخود گرای ورزشی بر خود پنداره بدنی دانش آموزان". , 15, 1, 1402, 47-62. doi: 10.48308/mbsp.2021.223431.1048
صابونچی, رضا, خلیلی, مجید, نیکروان, محمد, آقایی, نجف. (1402). 'تأثیر فضای انگیزشی تکلیف گرا وخود گرای ورزشی بر خود پنداره بدنی دانش آموزان', , 15(1), pp. 47-62. doi: 10.48308/mbsp.2021.223431.1048
صابونچی, رضا, خلیلی, مجید, نیکروان, محمد, آقایی, نجف. تأثیر فضای انگیزشی تکلیف گرا وخود گرای ورزشی بر خود پنداره بدنی دانش آموزان. , 1402; 15(1): 47-62. doi: 10.48308/mbsp.2021.223431.1048

تأثیر فضای انگیزشی تکلیف گرا وخود گرای ورزشی بر خود پنداره بدنی دانش آموزان

روانشناسی ورزش
مقاله 4، دوره 15، شماره 1، 1402، صفحه 47-62    اصل مقاله (1.1 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.48308/mbsp.2021.223431.1048
نویسندگان
رضا صابونچی* 1؛ مجید خلیلی2؛ محمد نیکروان3؛ نجف آقایی4
1دانشیار گروه تربیت بدنی واحد بروجرد، دانشگاه آزاداسلامی، بروجرد، ایران
2دانشگاه آزاد اسلامی، بروجرد، ایران.
3دانشگاه آزاد اسلامی، بروجرد، ایران
4دانشگاه خوارزمی، تهران، ایران
چکیده
چکیده

هدف: پژوهش حاضر با هدف تأثیر نوع فضای‌انگیزشی، تکلیف‌گرا و خود‌گرای ورزشی بر خودپنداره‌بدنی دانش‌آموزان بود.

روش ها: جامعه آماری 2056 نفر از دانش‌آموزان دختر شهر قم بودند. روش پژوهش نیمه تجربی با طرح پیش آزمون و پس آزمون با دو گروه آزمایشی و یک گروه کنترل بود. گروه آزمایشی اول فضای‌انگیزشی تکلیف‌محور(فعالیت‌های مشارکتی واختیاری) و گروه آزمایشی دوم فضای‌انگیزشی خود‌محور(فعالیت‌های رقابتی و اجباری) را تجربه وگروه کنترل برنامه عادی ورزشی مدرسه را ادامه داد. جهت گرداوری اطلاعات از فرم کوتاه پرسش‌نامه خود‌توصیف‌بدنی مارش، مارتین وجکسون (2010) استفاده گردید.

یافته ها: نتایج آزمون های آماری کروسکال والیس و ویل کاکسون نشان داد، ایجاد فضای‌انگیزشی با روش تکلیف‌مدار به شکل معناداری موجب افزایش خود‌پنداره‌بدنی شامل: فعالیت‌بدنی، ظاهر‌بدنی، استقامت، لیاقت‌ورزشی، انعطاف، خود‌پنداره‌کلی و عزت‌‌نفس شد و روش خود‌مدار تنها موجب افزایش معنا‌داری در بعد هماهنگی شد.

نتیجه گیری: مشارکت در فعالیت‌های‌ورزشی از طریق ایجاد فضای‌انگیزشی تکلیف‌گرا جهت افزایش خودپنداره‌بدنی وحس ارزشمندی توصیه می‌شود.



کلید‌واژه‌ها: تکلیف‌گرا، خودگرا، فضای‌انگیزشی، خودپنداره‌بدنی، دانش‌آموزان
کلیدواژه‌ها
تکلیف‌گرا؛ خودگرا؛ فضای‌انگیزشی؛ خودپنداره‌بدنی؛ دانش‌آموزان
عنوان مقاله [English]
The Effect of Task-Oriented and Self-Centered Sports Motivational Climate on Students' Physical Self-Concept
نویسندگان [English]
Reza Saboonchi1؛ Majid Khalili2؛ Mohammad Nikravan3؛ Najaf Aghaei4
1Associate professor in Sport Management, Borujerd Branch, Islamic Azad University, Borujerd, Iran
2Islamic Azad University, Borujerd, Iran.
3Islamic Azad University, Borujerd, Iran.
4Kharazmi university,Tehran,Iiran
چکیده [English]
Purpose: The purpose of the present study was to evaluate the effectiveness of task-oriented and self-oriented sports motivational climates on students' physical self-concept.
Methods: The population included 2056 female students in Qom. The research method used was quasi-experimental with a pre-test and post-test design, consisting of two experimental groups and one control group. The first experimental group experienced a task-oriented motivational climate, which involved participatory and voluntary activities. The second experimental group experienced a self-oriented motivational climate, which involved competitive and compulsory activities. The control group continued with the usual physical education program at school. Data was collected using a short form of the Marsh et al. self-description questionnaire.
Results: Kruskal-Wallis and Wilcoxon's statistical tests were used to analyze the data. Physical self-concept, including physical activities, physical appearance, endurance, physical competence, flexibility, overall self-concept, and self-esteem, significantly increased as a result of creating a motivational climate based on the task-oriented method. However, a significant increase was also observed in the Harmony to Self-Oriented method.
Conclusion: Participation in physical activities through the creation of a task-oriented motivational climate is recommended to increase physical self-concept and feelings of value.
کلیدواژه‌ها [English]
Task-Oriented, Self-Oriented, Motivational Climate, Physical Self-Concept, Students
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