Jakobsen, A.M. How Can Autonomy Support from a Coach, Basic Psychological Needs, and the Psychological Climate Explain Ego and Task Involvement? Int. J. Environ. Res. Public Health2023, 20, 6977.
Jakobsen, A.M. How Can Autonomy Support from a Coach, Basic Psychological Needs, and the Psychological Climate Explain Ego and Task Involvement? Int. J. Environ. Res. Public Health 2023, 20, 6977.
Jakobsen, A.M. How Can Autonomy Support from a Coach, Basic Psychological Needs, and the Psychological Climate Explain Ego and Task Involvement? Int. J. Environ. Res. Public Health2023, 20, 6977.
Jakobsen, A.M. How Can Autonomy Support from a Coach, Basic Psychological Needs, and the Psychological Climate Explain Ego and Task Involvement? Int. J. Environ. Res. Public Health 2023, 20, 6977.
Abstract
This article considers the basic psychological needs theory and tries to determine how much autonomy support from a coach is required for basic psychological needs and how autonomy, competence, relatedness, and the psychological motivational climate can explain task and ego involvement in a group of young elite ice hockey players.
Our three hypotheses were as follows: autonomy support from the coach will have an impact on motivational involvement, all three basic needs will have an impact on motivational involvement, and motivational involvement will be explained by the motivational climate.
A total of 175 male elite ice hockey players from Norway, ranging in age from 15 to 18 years old, answered questionnaires about autonomy support, perceived motivational climate, achievement goal orientation, and basic psychological needs.
A multiple regression analysis was run to predict ego–task involvement using autonomy support from the coach, the need for autonomy, the need for competence, the need for relatedness, the task climate, and the ego climate. The only two variables that statistically significantly predicted ego–task involvement were autonomy support from the coach and the ego climate.
The analysis revealed that the athletes had a higher score on task than ego involvement, but when this was transformed into two variables (high and low) for task and ego involvement, we found that most players scored high for both task and ego involvement. We found that autonomy from the coach had a positive relationship with a high score for players on both task and ego involvement. We also found that the three basic psychological needs had no impact on the motivational involvement of the athletes.
Lastly, we found that the ego climate had an impact on the motivational involvement. There was a positive relationship between a high score for the ego climate and a high score for both ego and task involvement.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
