BibTex RIS Kaynak Göster

Relationship between Transformational Leadership and Motivational Regulations in Exercise

Yıl 2015, , 35 - 43, 06.04.2016
https://doi.org/10.17644/sbd.237574

Öz

The purpose of this the study was to examine the relationships between motivation levels and perceived transformational leadership of regular exercisers. Sample was consisted of 276 (131 male, 145 female) participants (Mage= 27.34 +- 10.07 years). Behavioral Regulations in Exercise Questionnaire-2 (BREQ-2) was used for determining motivation levels of participants while Multifactor Leadership Questionnaire (MLQ) was used for evaluating perceived transformational leadership of the participants. According to Spearman-Brown Correlation Analysis; transformational leadership was significantly and positively correlated with intrinsic regulation (intrinsic motivation), and introjected regulation. On the other hand, transformational leadership was negatively and significantly correlated with external regulation (extrinsic motivation) and amotivation (p<.05). In conclusion, in exercise field the more exercise leaders’ transformational leadership behavior rise, the more participants’ intrinsic regulation and introjected regulation levels rise, yet external regulation and amotivation levels fall.

Kaynakça

  • Alpar R. (2012). Spor, Sağlık ve Eğitim Bilimlerinden Örneklerle Uygulamalı İstatistik ve Geçerlik-Güvenirlik (2. basım). Ankara: Detay Yayıncılık. s. 333, 346, 456.
  • Baric R, Bucik V. (2009). Motivational differences in athletes trained by coaches of different motivational and leadership profiles. Kinesiology, 41(2), 181-194.
  • Bass BM. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18(3), 19-31.
  • Bass BM. (1996). A New Paradigm of Leadership: An İnquiry into Transformational Leadership. U.S. Army Research Institute for the Behavioral and Social Sciences. Virginia. s.4-6. 5. Bass BM. (1997). Does transactional - transformational leadership paradigm transcend organizational and national boundaries? American Psychologist Association İnc., 52(2), 130-139.
  • Bentler PM. (1990). Comparative fit indices in structural equation modeling. Psychological Bulletin, 107(2), 238– 246.
  • Bono J, Judge TA. (2003). Self-concordance at work: Toward understanding the motivational effects of transformational leaders. Academy of Management Journal, 46(5), 554-571.
  • Browne MW, Cudeck R. (1993). Alternative ways of assessing model fit. (KA Bol Bollen & JS Long, Eds.), Testing Structural Equation Models (s. 136–162). CA: Sage Publications, s.144.
  • Buluç B. (2009). Sınıf öğretmenlerinin algılarına göre okul müdürlerinin liderlik stilleri ile örgütsel bağlılık arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 15(57), 5-34.
  • Burns JM. (1978). Leadership. Newyork: Harper & Row Publishers.
  • Büyüköztürk Ş. (2006). Sosyal Bilimler için Veri Analizi El Kitabı. (6. basım). Ankara: Pegem Yayıncılık, s. 31, 171.
  • Carpentier J, Mageau GA. (2013). When changeoriented feedback enhances motivation, well-being and performance: A look at autonomy-supportive feedback in sport. Psychology of Sport and Exercise, 14(3), 423- 435.
  • Charbonneau D, Barling J, Kelloway KE. (2001). Transformational leadership and sports performance: The mediating role of intrinsic motivation. Journal of Applied Social Psychology, 31(7), 1521–1534.
  • Deci EL, Ryan RM. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum, s.34, 35, 54.
  • Deci EL, Ryan RM. (1991). A Motivational Approach to Self: Integration in Personality (R. Dienstbier Ed.), Nebraska Symposium on Motivation: Perspectives on motivation, vol.38, s.237-288. Lincoln: University of Nebraska Press.
  • Deci EL, Ryan RM. (2000). The “what” and “why” of goal pursuits: human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
  • Deci EL, Eghrari H, Patrick BC, Leon DR. (1994). Facilitating internalization: The self-determination theory perspective. Journal of Personality, 62(1), 119- 142.
  • Ersöz G, Aşçı FH, Altıparmak E. (2012). Egzersizde davranışsal düzenlemeler ölçeği-2: geçerlilik ve güvenilirlik çalışması. Turkiye Klinikleri Journal of Sports Sciences, 4(1), 22-31.
  • Frederick CM, Ryan RM. (1993). Differences in motivation for sport and exercise and their relations with participation and mental health. Journal of sport behavior, 16(3), 124-146.
  • Gagné M, Deci EL. (2005). Self
  • Güneş AM. (2011). İlköğretim Okullarında Dönüşümcü Liderlikle Örgütsel Adalet Arasındaki İlişki (Ağrı İli Örneği). Ankara: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Sınıf Öğretmenliği Anabilim Dalı, Yüksek Lisans Tezi.
  • Hetland H, Hetland J, Andreassen CS, Pallesen S, Notelaers G. (2011). Leadership and fulfillment of the three basic psychological needs at work. Career Development International, 16(5), 507-523.
  • Joesaar H, Hein V. Hagger MS. (2012). Youth athletes’ perception of autonomy support from the coach, peer motivational climate and intrinsic motivation in sport setting: One-year effects. Psychology of Sport and Exercise, 13(3), 257-262.
  • Jöreskog KG, Sörbom D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers, s.131.
  • Karip E. (1998). Dönüşümcü liderlik. Kuram ve Uygulamada Eğitim Yönetimi, 16, 443-465.
  • Korkmaz M. (2006). Okul yöneticilerinin kişilik özellikleri ile liderlik stilleri arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 46, 199-226.
  • Kovjanic S, Schuh SC, Jonas K, Van-Quaquebeke N, Van-Dick R. (2012). How do transformational leaders foster positive employee outcomes? A selfdetermination- based analysis of employees’ needs as mediating links. Journal of Organizational Behavior, 33(8), 1031–1052.
  • Kovjanic S, Schuh SC. Jonas K. (2013). Transformational leadership and performance: An experimental investigation of the mediating effects of basic needs satisfaction and work engagement. Journal of Occupational and Organizational Psychology, 86(4), 543–555.
  • Lloyd KM. Little DE. (2010). Keeping women active: An examination of the impacts of self-efficacy, intrinsic motivation, and leadership on women’s persistence in physical activity. Women & Health, 50(7), 652–669.
  • Markland D. Tobin V. (2004). A Modification to the behavioural regulation in exercise questionnaire to include an assessment of amotivation. Journal of Sport & Exercise Psychology, 26(2), 191-196.
  • Nunnally JC. (1978). Psychometric Theory. New York: McGraw-Hill, s.245.
  • Pope JP. Wilson PM. (2012). Understanding motivational processes in university rugby players: A preliminary test of the hierarchical model of intrinsic and extrinsic motivation at the contextual level. International Journal of Sports Science & Coaching, 7(1), 89-107.
  • Price MS, Weiss, MR. (2013). Relationships among coach leadership, peer leadership, and adolescent athletes’ psychosocial and team outcomes: A test of transformational leadership theory. Journal of Applied Sport Psychology, 25(2), 265–279.
  • Price MS, Weiss, MR. (2011). Peer leadership in sport: Relationships among personal characteristics, leader behaviors, and team outcomes. Journal of Applied Sport Psychology, 23(1), 49–64.
  • Quested E, Bosch JA, Burns VE, Cumming J, Ntoumanis N, Duda JL. (2011). Basic psychological need satisfaction, stress-related appraisals, and dancers’ cortisol and anxiety responses. Journal of Sport & Exercise Psychology, 33(6), 828-846.
  • Ryan RM. (2009). Self-determination theory and wellbeing. Social Psychology, 84, 822-848.
  • Ryan RM. Deci EL. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
  • Ryan RM. Deci EL. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development and well being. American Psychologist, 55(1), 68-78.
  • Sheldon KM. Watson A. (2011). Coach’s autonomy support is especially important for varsity compared to club and recreational athletes. International Journal of Sports Science & Coaching, 6(1), 109-123.
  • Tre´panier SG, Fernet C, Austin S. (2012). Social and motivational antecedents of perceptions of transformational leadership: A self-determination theory perspective. Canadian Journal of Behavioural Science, 44(4), 272–277.
  • Wang CKJ, Liu WC, Sun Y, Lim BSC. Chatzisarantis, NLD. (2010). Chinese students’ motivation in physical activity: Goal profile analysis usingnicholl’s achievement goal theory. International Journal of Sport and Exercise Psychology, 8(3), 284-301.
  • Weiss MR. Amorose AJ. (2008). Motivational orientations and sport behavior. (TS. Horn, eds) Advances in Sport Psychology. (5th Edition), (s. 128-139). Human Kinetics.

Egzersizde Motivasyonel Düzenlemeler ve Dönüşümcü Liderlik İlişkisi

Yıl 2015, , 35 - 43, 06.04.2016
https://doi.org/10.17644/sbd.237574

Öz

Egzersiz katılımcılarının motivasyon düzenlemeleri ve egzersiz liderine yönelik dönüşümcü liderlik algıları arasındaki ilişkileri incelemek amacıyla yapılan bu çalışmada, araştırma grubu düzenli olarak egzersize katılan 131 erkek, 145 kadın, toplam 276 ( yaş= 27.34 +- 10.07 yıl) bireyden oluşmaktadır. Katılımcıların motivasyon düzeylerini belirlemek için “Egzersizde Davranışsal Düzenlemeler Ölçeği-2” (EDDÖ-2) ve dönüşümcü liderlik algılamalarını değerlendirmek için ise “Çok Faktörlü Liderlik Ölçeği” kullanılmıştır. Spearman Brown korelasyon analizine göre dönüşümcü liderlik ile içsel düzenleme (içsel motivasyon) ve içe atımla düzenleme arasında pozitif ve anlamlı bir ilişkinin; dönüşümcü liderlik ile egzersizde dışsal düzenleme (dışsal motivasyon) ve güdülenmeme düzeyleri arasında ise negatif ve anlamlı bir ilişkinin olduğunu ortaya koymuştur (p<.05). Sonuç olarak, egzersiz alanında egzersiz liderinin gösterdiği dönüşümcü liderlik davranışı arttıkça katılımcıların içsel düzenleme ve içe atımla düzenleme düzeyleri artmakta, ancak dışsal düzenleme ve güdülenmeme düzeyleri ise azalmaktadır.

Kaynakça

  • Alpar R. (2012). Spor, Sağlık ve Eğitim Bilimlerinden Örneklerle Uygulamalı İstatistik ve Geçerlik-Güvenirlik (2. basım). Ankara: Detay Yayıncılık. s. 333, 346, 456.
  • Baric R, Bucik V. (2009). Motivational differences in athletes trained by coaches of different motivational and leadership profiles. Kinesiology, 41(2), 181-194.
  • Bass BM. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18(3), 19-31.
  • Bass BM. (1996). A New Paradigm of Leadership: An İnquiry into Transformational Leadership. U.S. Army Research Institute for the Behavioral and Social Sciences. Virginia. s.4-6. 5. Bass BM. (1997). Does transactional - transformational leadership paradigm transcend organizational and national boundaries? American Psychologist Association İnc., 52(2), 130-139.
  • Bentler PM. (1990). Comparative fit indices in structural equation modeling. Psychological Bulletin, 107(2), 238– 246.
  • Bono J, Judge TA. (2003). Self-concordance at work: Toward understanding the motivational effects of transformational leaders. Academy of Management Journal, 46(5), 554-571.
  • Browne MW, Cudeck R. (1993). Alternative ways of assessing model fit. (KA Bol Bollen & JS Long, Eds.), Testing Structural Equation Models (s. 136–162). CA: Sage Publications, s.144.
  • Buluç B. (2009). Sınıf öğretmenlerinin algılarına göre okul müdürlerinin liderlik stilleri ile örgütsel bağlılık arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 15(57), 5-34.
  • Burns JM. (1978). Leadership. Newyork: Harper & Row Publishers.
  • Büyüköztürk Ş. (2006). Sosyal Bilimler için Veri Analizi El Kitabı. (6. basım). Ankara: Pegem Yayıncılık, s. 31, 171.
  • Carpentier J, Mageau GA. (2013). When changeoriented feedback enhances motivation, well-being and performance: A look at autonomy-supportive feedback in sport. Psychology of Sport and Exercise, 14(3), 423- 435.
  • Charbonneau D, Barling J, Kelloway KE. (2001). Transformational leadership and sports performance: The mediating role of intrinsic motivation. Journal of Applied Social Psychology, 31(7), 1521–1534.
  • Deci EL, Ryan RM. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum, s.34, 35, 54.
  • Deci EL, Ryan RM. (1991). A Motivational Approach to Self: Integration in Personality (R. Dienstbier Ed.), Nebraska Symposium on Motivation: Perspectives on motivation, vol.38, s.237-288. Lincoln: University of Nebraska Press.
  • Deci EL, Ryan RM. (2000). The “what” and “why” of goal pursuits: human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
  • Deci EL, Eghrari H, Patrick BC, Leon DR. (1994). Facilitating internalization: The self-determination theory perspective. Journal of Personality, 62(1), 119- 142.
  • Ersöz G, Aşçı FH, Altıparmak E. (2012). Egzersizde davranışsal düzenlemeler ölçeği-2: geçerlilik ve güvenilirlik çalışması. Turkiye Klinikleri Journal of Sports Sciences, 4(1), 22-31.
  • Frederick CM, Ryan RM. (1993). Differences in motivation for sport and exercise and their relations with participation and mental health. Journal of sport behavior, 16(3), 124-146.
  • Gagné M, Deci EL. (2005). Self
  • Güneş AM. (2011). İlköğretim Okullarında Dönüşümcü Liderlikle Örgütsel Adalet Arasındaki İlişki (Ağrı İli Örneği). Ankara: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Sınıf Öğretmenliği Anabilim Dalı, Yüksek Lisans Tezi.
  • Hetland H, Hetland J, Andreassen CS, Pallesen S, Notelaers G. (2011). Leadership and fulfillment of the three basic psychological needs at work. Career Development International, 16(5), 507-523.
  • Joesaar H, Hein V. Hagger MS. (2012). Youth athletes’ perception of autonomy support from the coach, peer motivational climate and intrinsic motivation in sport setting: One-year effects. Psychology of Sport and Exercise, 13(3), 257-262.
  • Jöreskog KG, Sörbom D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers, s.131.
  • Karip E. (1998). Dönüşümcü liderlik. Kuram ve Uygulamada Eğitim Yönetimi, 16, 443-465.
  • Korkmaz M. (2006). Okul yöneticilerinin kişilik özellikleri ile liderlik stilleri arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 46, 199-226.
  • Kovjanic S, Schuh SC, Jonas K, Van-Quaquebeke N, Van-Dick R. (2012). How do transformational leaders foster positive employee outcomes? A selfdetermination- based analysis of employees’ needs as mediating links. Journal of Organizational Behavior, 33(8), 1031–1052.
  • Kovjanic S, Schuh SC. Jonas K. (2013). Transformational leadership and performance: An experimental investigation of the mediating effects of basic needs satisfaction and work engagement. Journal of Occupational and Organizational Psychology, 86(4), 543–555.
  • Lloyd KM. Little DE. (2010). Keeping women active: An examination of the impacts of self-efficacy, intrinsic motivation, and leadership on women’s persistence in physical activity. Women & Health, 50(7), 652–669.
  • Markland D. Tobin V. (2004). A Modification to the behavioural regulation in exercise questionnaire to include an assessment of amotivation. Journal of Sport & Exercise Psychology, 26(2), 191-196.
  • Nunnally JC. (1978). Psychometric Theory. New York: McGraw-Hill, s.245.
  • Pope JP. Wilson PM. (2012). Understanding motivational processes in university rugby players: A preliminary test of the hierarchical model of intrinsic and extrinsic motivation at the contextual level. International Journal of Sports Science & Coaching, 7(1), 89-107.
  • Price MS, Weiss, MR. (2013). Relationships among coach leadership, peer leadership, and adolescent athletes’ psychosocial and team outcomes: A test of transformational leadership theory. Journal of Applied Sport Psychology, 25(2), 265–279.
  • Price MS, Weiss, MR. (2011). Peer leadership in sport: Relationships among personal characteristics, leader behaviors, and team outcomes. Journal of Applied Sport Psychology, 23(1), 49–64.
  • Quested E, Bosch JA, Burns VE, Cumming J, Ntoumanis N, Duda JL. (2011). Basic psychological need satisfaction, stress-related appraisals, and dancers’ cortisol and anxiety responses. Journal of Sport & Exercise Psychology, 33(6), 828-846.
  • Ryan RM. (2009). Self-determination theory and wellbeing. Social Psychology, 84, 822-848.
  • Ryan RM. Deci EL. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
  • Ryan RM. Deci EL. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development and well being. American Psychologist, 55(1), 68-78.
  • Sheldon KM. Watson A. (2011). Coach’s autonomy support is especially important for varsity compared to club and recreational athletes. International Journal of Sports Science & Coaching, 6(1), 109-123.
  • Tre´panier SG, Fernet C, Austin S. (2012). Social and motivational antecedents of perceptions of transformational leadership: A self-determination theory perspective. Canadian Journal of Behavioural Science, 44(4), 272–277.
  • Wang CKJ, Liu WC, Sun Y, Lim BSC. Chatzisarantis, NLD. (2010). Chinese students’ motivation in physical activity: Goal profile analysis usingnicholl’s achievement goal theory. International Journal of Sport and Exercise Psychology, 8(3), 284-301.
  • Weiss MR. Amorose AJ. (2008). Motivational orientations and sport behavior. (TS. Horn, eds) Advances in Sport Psychology. (5th Edition), (s. 128-139). Human Kinetics.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Sinan Yıldırım

Alper Yıldız

Ziya Koruç

Yayımlanma Tarihi 6 Nisan 2016
Gönderilme Tarihi 31 Mart 2016
Yayımlandığı Sayı Yıl 2015

Kaynak Göster

APA Yıldırım, S., Yıldız, A., & Koruç, Z. (2016). Egzersizde Motivasyonel Düzenlemeler ve Dönüşümcü Liderlik İlişkisi. Spor Bilimleri Dergisi, 26(2), 35-43. https://doi.org/10.17644/sbd.237574

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