Achievement Motivation of Undergraduates Divided by Sport Activity – Sport Mont
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Pavel Smela1, Petra Pacesova1, Stanislav Kracek1, Klaudia Kukurova1, Nina Halacova1

1Comenius University, Faculty of Physical Education and Sports, Bratislava, Slovakia

Achievement Motivation of Undergraduates Divided by Sport Activity

Sport Mont 2018, 16(2), 55-60 | DOI: 10.26773/smj.180610

Abstract

This paper strives to contribute to performance motivation research and to point out differences in achievement motivation among college students in terms of sports activities. The research sample was comprised of 248 college students (men: n=141, 22.40±1.62 years of age; women: n=107, 21.78±1.49 years of age) from Bratislava. The respondents were divided into 3 groups according to frequency of sports activities: college students who didn’t engage in any sports activities (non-active respondents), college students who engaged in sports activities 1 to 2 times a week (moderately active respondents), and those who engaged in sports activities 3 or more times a week (highly active respondents). A standardized DMV questionnaire consisting of 52 items was used as the research tool. The Kolmogorov-Smirnov test was used to assess the normality of data and the Kruskal-Wallis test and Mann-Whitney tests were used to test the significance of the differences between independent choices. The coefficient η2, expressed the effect of the independent variable (sport activity) on the dependent variable (achievement motivation). The degree of dependence between the two of the groups of features was expressed by means of the coefficient r. The results revealed significant (p≤0.001) differences in all three performance motivation dimensions. The performance motivation of the highly active respondentswas significantly (p=0.000) higher compared to that of the moderately active respondents. Also, when compared with the non-active respondents, the level of performance motivation was significantly (p=0.000) higher among the highly active respondents. Performance motivation and performance-supporting anxiety increases with the frequency of sports activities; on the contrary, performance-hindering anxiety decreases with the frequency of sports activities. Hence, our results testify to the fact that sport activity is one of the determinants for increased performance motivation.

Keywords

performance motivation, college students, sport activity



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