Campos, Ricardo Cuevas; Vicedo, Juan Carlos Pastor; Villora, Sixto González; Madrona, Pedro Gil
September 2010
Cuadernos de Psicología del Deporte;2010 Supplement, Vol. 10, p37
Academic Journal
Numerous studies had confirmed the Physical Education teaching may to cause psychologist (Ntoumanis and Standage, 2009) and social benefits (Hellison and Martinek, 2006). In this vein, the Achievement Goals Theory has been used to explain student motivational responses to learning in PE (Nicholls, 1989). So, the task-orientation and the learning motivational climate has been associated with different pro-social constructs (Kavussanu and Roberts, 2002; Castillo, Balaguer and Duda, 2003; Jimenez, 2004). From an intercultural approach of PE, Papaioannou and Kouli (2009) investigated the association between the achievement goals with the ethnic/cultural identity in multicultural PE classes, found the ego-orientation and the class performance oriented climate were positively linked with lack of desire to interact with members of other ethnic groups. Based in these findings, the present study investigated the association of racial prejudice with achievement goals and motivational climate in PE classes. For this propose, the Spanish versions of the Subtle and Blatant Prejudice Scales (Meertens and Pettigrew, 1995), 2x2 Achievement Goals in Physical Education Questionnaire (Wang , Biddle and Elliot, 2007) and Learning and Performance Orientations in Physical Education Classes Questionnaire (Papaioannou, 1995) were completed by Spanish students of PE of High School (n=169). The results indicated positive correlations between the approach-performance goal and the subtle prejudice. Also, positive correlations were found between performance climate and blatant and subtle prejudice. Finally, class learning oriented climate correlated positively with subtle prejudice. These findings showed the association of the ego-orientation and performance climate with the different expressions of the racial prejudice, which suggest that the interventions in PE classes for improving task-orientation and decrease ego-orientation may help to promote respect between different cultural groups.


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