title: The effects of motivational climate interventions on psychobiosocial States in high school physical education.
abstract: OBJECTIVE
  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.
  
  
  METHODS
  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.
  
  
  CONCLUSIONS
  Findings suggested that teachers' induced achievement motivational climates can influence students' perceptions and prompt PBS states consistent with the motivational atmosphere.
authors: a University of Chieti-Pescara.
authors: Laura
authors: L
authors: Bortoli
authors: Maurizio
authors: M
authors: Bertollo
authors: Francesca
authors: F
authors: Vitali
authors: Edson
authors: E
authors: Filho
authors: Claudio
authors: C
authors: Robazza
mesh_terms: D000124:Achievement; D000293:Adolescent; D004532:Ego; D004644:Emotions; D005260:Female; D006040:Goals; D006801:Humans; D009042:Motivation; D010806:Physical Education and Training; D013334:Students / Q000523:psychology*; D013647:Task Performance and Analysis
keywords: achievement goal theory; emotions; motivation