is referred to as a “caring climate” ( Newland, Newton, Stark, Podlong, & Hall, 2017 ), which has been considered foundational to student engagement ( Hellison, 2011 ). In addition, student emotions, arising from socioemotional characteristics of the learning environment, are prerequisites for
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Kelly L. Simonton, Alex C. Garn, and Nicholas Washburn
Andreas Heissel, Anou Pietrek, Michael A. Rapp, Stephan Heinzel, and Geoffrey Williams
’ supervision style and whether they behave in a way that supports psychological needs becomes an important issue when evaluating the effects of health interventions. The most widely used questionnaire to assess patients’ perceived need support is the Health Care Climate Questionnaire ( HCCQ ). 1 It was
E. Whitney G. Moore and Karen Weiller-Abels
; Harwood, Keegan, Smith, & Raine, 2015 ). These climates have been associated with opposite relationships to multiple behaviors, affects, and cognitions over the last 30 years of research ( Fry & Moore, 2019 ). Recently, the caring climate has started to also be studied in sport contexts to better
Kristen Lucas and E. Whitney G. Moore
emphasis on a task-involving rather than an ego-involving climate will be more likely to report being mindful in their daily lives. A third aspect of the motivational environment that has been introduced in the last decade is the caring climate, which is defined as a climate that is “interpersonally
Susumu Iwasaki, Mary D. Fry, and Candace M. Hogue
). An additional aspect of the climate that has received attention in the sport psychology literature over the past decade is the caring climate. Newton et al. ( 2007 ) defined a caring climate as a setting “that is interpersonally inviting, safe, supportive and capable of providing the experience of
Kiira N. Poux and Mary D. Fry
The purpose of this study was to examine the relationship between studentathletes’ perceptions of the motivational climate on their sport teams and their own career exploration and engagement and athletic identity. Student-athletes (N = 101) from various National Collegiate Athletic Association Division I institutions were administered online surveys. Canonical correlation analysis was used to examine the relationship between the climate variables (i.e., caring, task, and ego) and athletic identity, career self-efficacy, and career exploration/engagement. One significant function emerged: Perceptions of a high task-involving climate and moderate caring climate were positively associated with athletes’ reporting higher athletic identity, career self-efficacy, and career exploration/engagement. Results suggest that Division I athletes may benefit from having coaches who foster a caring and task-involving team climate with regard to the athletes’ development as holistic individuals who spend their college years performing at a high level of sport and also preparing for their lives after college and sports.
Mario S. Fontana, Mary D. Fry, and E. Whitney G. Moore
achievement settings. Research has revealed athletes can clearly distinguish the features of a task- verses an ego-involving climate ( Newton et al., 2000 ; Sarrazin et al., 2002 ; Seifriz et al., 1992 ). A third facet of the motivational climate, the caring climate, has also been found to exist with sports
Susumu Iwasaki and Mary D. Fry
This study highlights how sport psychology professionals can assist sport administrators in evaluating and strengthening youth sport programs. A sport psychology research team provided expertise to two sport administrators to develop a survey to examine their athletes’ experiences participating in the programs. The study examines the relationship between athletes’ perceptions of the climate (caring, task, and ego involving) to their intrinsic motivation, caring behaviors, and future intention to participate in the sport. Volleyball clinic (Sample 1: N = 71) and basketball summer camp (Sample 2: N = 138) participants completed the survey. Canonical correlation analyses for each sample revealed one significant function indicating that the athletes’ perceptions of a caring/task-involving climate, along with low perceptions of an ego-involving climate, were associated with higher levels of intrinsic motivation, caring behaviors, and future desire to participate. Sport administrators can use this information for coach training, parent education and overall program evaluation.
Candace M. Hogue, Mary D. Fry, Andrew C. Fry, and Sarah D. Pressman
Research in achievement goal perspective theory suggests that the creation of a caring/task-involving (C/TI) climate results in more advantageous psychological and behavioral responses relative to an ego-involving (EI) climate; however, research has not yet examined the physiological consequences associated with psychological stress in relation to climate. Given the possible health and fitness implications of certain physiological stress responses, it is critical to understand this association. Thus, the purpose of this study was to examine whether an EI climate procures increases in the stress-responsive hormone cortisol, as well as negative psychological changes, following the learning of a new skill, compared with a C/TI climate. Participants (n = 107) were randomized to a C/TI or an EI climate in which they learned how to juggle for 30 min over the course of 2 hr. Seven salivary cortisol samples were collected during this period. Results indicated that EI participants experienced greater cortisol responses after the juggling session and significantly greater anxiety, stress, shame, and self-consciousness relative to C/TI participants. In contrast, the C/TI participants reported greater enjoyment, effort, self-confidence, and interest and excitement regarding future juggling than the EI participants. These findings indicate that motivational climates may have a significant impact on both the physiological and psychological responses of participants.
Yilin Li and Weidong Li
Variables The dependent variables from all the seven quantitative studies (100%) focused on psychosocial, emotional, cognitive, motivational, and affective variables. These dependent variables included perceived caring climate, perceived motivational climate, empathetic concern, cognitive empathy, affective
