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Evelia Franco, Javier Coterón, Elisa Huéscar and Juan A. Moreno-Murcia

these three theoretical frameworks, this integrative approach would address the need to complement, extend, and synthesize the existing knowledge from different perspectives ( Duda & Hall, 2001 ). Motivational Profiles: The Adoption of a Person-Centered Approach Taking into account the existence of

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Erika D. Van Dyke, Aaron Metzger and Sam J. Zizzi

encouraged to clearly define the flavor(s) of mindfulness assessed to enhance interpretability of future findings. Person-centered approaches to data analysis allow one to better understand unique profiles of key constructs measured among individuals. Although person-centered approaches have been used in the

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Lynn Van den Berghe, Greet Cardon, Nathalie Aelterman, Isabel Barbara Tallir, Maarten Vansteenkiste and Leen Haerens

Burnout in teachers is related to different maladaptive outcomes. This study aimed at exploring the relationship between emotional exhaustion and motivation to teach in 93 physical education teachers. Results showed that teachers report more emotional exhaustion when they are less autonomously motivated, while the opposite relationship was found for controlled motivation. Next, four motivational profiles were identified by means of cluster analyses: (a) a relative controlled group, (b) a relative lowly motivated group, (c) a relative autonomous group, and (d) a relative highly motivated group. The controlled group reported most emotional exhaustion, whereas the relative autonomous and highly motivated group had the lowest scores on emotional exhaustion. The results indicate that being autonomously motivated may function as a “buffer” against the development of emotional exhaustion. This implicates that it is important for politicians, directors, teachers, and teacher educators to consider teachers’ type of motivation to teach to prevent emotional exhaustion.

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Daniel J. Brown, Rachel Arnold, Martyn Standage and David Fletcher

variable ( Cattell, 1952 ). The purpose of person-centered approaches is to look for relationships between individuals, whereas variable-centered approaches are used to examine relationships between variables ( Bauer & Curran, 2004 ). Within the present study, it is anticipated that distinct asynchronous

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Benoît Louvet, Patrick Gaudreau, André Menaut, Jacques Genty and Pascale Deneuve

An unresolved issue in the coping literature concerns the traitlike versus statelike nature of coping utilization. The aim of this study was to illustrate the benefits of moving beyond the sole reliance on mean-level and rank-order analyses in order to identify heterogeneous patterns of longitudinal stability and change in coping utilization. More specifically, this study hypothesized that not all athletes would change their coping across competitions, nor do all “changers” change in a similar manner. Male soccer players (N = 107) completed a self-reported coping measure after three competitions held over a 6-month period. Results of latent class growth modeling showed three distinct trajectories for each coping dimension (i.e., task, distraction, and disengagement coping), not only indicating linear or quadratic change, but also stability in longitudinal coping utilization. These results highlight the need to account for the multinomial heterogeneity in longitudinal coping utilization and to identify the correlates associated with distinct trajectories of change and stability of coping across competitions.

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Bård Erlend Solstad, Andreas Ivarsson, Ellen Merethe Haug and Yngvar Ommundsen

. Finally, continuing to use a person-centered approach may help in the development of new CDPs focused on improving the performance conditions in youth sport for both coaches and athletes. Specifically, our findings indicate that coaches can be grouped into different profiles using their self

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Alan L. Smith, Sarah Ullrich-French, Eddie Walker II and Kimberly S. Hurley

The purpose of this study was to (a) describe peer relationship profiles of youth sport participants and (b) assess the motivational salience of these profiles by examining profile group differences on sport motivation-related variables. Youth sport camp participants (N = 243) ages 10 to 14 years (M = 11.8, SD = 1.2) completed a multisection questionnaire that contained sport-contextualized measures of perceived friendship quality (positive, conflict), perceived peer acceptance, perceived competence, enjoyment, anxiety, self-presentational concerns, and self-determined motivation. The positive friendship quality, friendship conflict, and peer acceptance responses were cluster-analyzed, yielding five peer relationship profiles that were consistent with expectations based on previous research (i.e., Seidman et al., 1999). Profile differences were obtained for all motivation-related variables and were in theoretically consistent directions. Those young athletes categorized in more adaptive peer relationship profiles had more adaptive motivation-related responses. The findings support theoretical perspectives on social relationships and motivation as well as the efficacy of a person-centered approach to the examination of peer relationships in sport.

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J.D. DeFreese and Alan L. Smith

multiple developmental pathways, an idea with important clinical implications for those working with athletes one on one. Accordingly, the athlete burnout knowledge base may benefit from continued exploration of person-centered approaches whereby individuals rather than variables are treated as the unit of

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Xavier García-Massó, Isaac Estevan, Roberto Izquierdo-Herrera, Israel Villarrasa-Sapiña and Luis-Millan Gonzalez

during childhood using a person-centered approach. This approach gave interesting findings that in some cases are contradictory with results obtained using a variable-centered approach (e.g., the effect of body weight on postural control). The person-centered approach rests on the idea that not all

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Annette J. Raynor, Fiona Iredale, Robert Crowther, Jane White and Julie Dare

analysis of the interviews identified six themes related to perceived benefits and challenges: an individual, person-centered approach; enjoyment, social engagement, and mood; personal connections; independence; made my job easier; and value adding through discipline-specific expertise. Throughout the