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BACKGROUND: Contemporary research suggests that task and ego achievement goal orientations affect students' intrinsic motivation in physical education. This research has assessed intrinsic motivation as a unidimensional contruct, however, which is inconsistent with the more contemporary postulates of self-determination theory (Deci M age = 13.2 years). METHOD: Responded to questionnaires assessing their dispositional goal orientation (POSQ; Roberts, Treasure, Guay, Vallerand, & Blanchard, 2000) in PE. RESULTS: Task orientation was found to be positively associated with more self-determined types of situational motivation. Ego orientation was weakly related to less self-determined motivation. An extreme group split was conducted to create four goal groups and goal profile analyses conducted. A significant MANOVA was followed by univariate analyses, post hoc comparisons, and calculated effect sizes, which revealed that groups high in task orientation reported more motivationally adaptive responses than groups low in task orientation. CONCLUSIONS: The results suggest that a high level of task orientation singularly or in combination with ego orientation fosters self-determined situational motivation in the context of PE.
Standage et al. (Fri,) studied this question.