The Relationship of Coach-Created Empowering and Disempowering Motivational Climate to Athletes’ Burnout and Moral Decision-making

Yıl 2020, Cilt: 31 Sayı: 2, 69 - 82, 26.06.2020

İhsan Sarı , Neslişah Yaren Köleli

https://doi.org/10.17644/sbd.537450

Cited By: 8

Öz

The aim of this research was to examine the relationship of coach-created empowering and disempowering motivational climate to athletes’ burnout and moral decision-making. A total of 141 athletes voluntariliy participated in the research. Empowering and Disempowering Motivational Climate Questionnaire, Athlete Burnout Questionnaire and The Attitudes to Moral Decisions in Youth Sport Questionnaire were used as the data collection tools. The data was analysed by SPSS 22 program by descriptive statistics, Pearson correlation analysis and regression analysis. According to the results of Pearson correlation analysis; athletes’ burnout was negatively correlated with empowering climate and positively correlated with disempowering climate. Moral decision-making was positively correlated with empowering climate and negatively correlated with disempowering climate. According to the results of regression analysis, empowering climate and disempowering climate significantly (partly) explained athletes’ burnout and moral decision-making. It can be concluded as a result that empowering climate positively and disempowering climate negatively can contribute to athletes’ burnout and moral decision-making. Coaches, sport psychologists and sports directors should consider these findings.

Anahtar Kelimeler

Empowering and disempowering motivational climates, Burnout, Moral decision-making

Antrenör Kaynaklı Destekleyici ve Kısıtlayıcı Güdüsel İklimin Sporcuların Tükenmişlik ve Ahlaki Karar Alma Tutumları ile İlişkisi

Öz

Bu araştırmanın amacı antrenör kaynaklı destekleyici ve kısıtlayıcı güdüsel iklimin sporcuların tükenmişlik ve ahlaki karar alma tutumları ile ilişkisini belirlemektir. Bireysel ve takım sporlarından 141 sporcu araştırmaya gönüllü olarak katılmıştır. Veri toplama aracı olarak Antrenör Kaynaklı Destekleyici ve Kısıtlayıcı Güdüsel İklim Ölçeği, Sporda Tükenmişlik Ölçeği ve Altyapı Sporlarında Ahlaki Karar Alma Tutumları Ölçeği kullanılmıştır. Veriler SPSS 22 paket programında tanımlayıcı istatistikler, Pearson korelasyon analizi ve regresyon analizi ile analiz edilmiştir. Pearson korelasyon analizi sonuçlarına göre, sporcuların tükenmişliği destekleyici güdüsel iklim ile negatif, kısıtlayıcı güdüsel iklim ile pozitif olarak ilişkilidir. Ahlaki karar alma tutumu ise destekleyici güdüsel iklim ile pozitif, kısıtlayıcı güdüsel iklim ile negatif olarak ilişki göstermiştir. Regresyon analizi sonuçlarına göre ise; destekleyici güdüsel iklim ve kısıtlayıcı güdüsel iklimin anlamlı olarak (kısmen) sporcuların tükenmişlik ve ahlaki ahlaki karar alma tutumunu açıkladığı belirlenmiştir. Sonuç olarak, destekleyici güdüsel iklimin olumlu, kısıtlayıcı güdüsel iklimin ise olumsuz olarak sporcuların tükenmişlikleri ve ahlaki karar alma tutumlarına etki edeceği söylenebilir. Antrenörler, spor psikologları ve spor yöneticileri bu bulguları göz önünde bulundurmalıdır.

Anahtar Kelimeler

Destekleyici ve kısıtlayıcı güdüsel iklim, Tükenmişlik, Ahlaki karar alma

Kaynakça

• 1. Altıntaş A, Aşçı FH, Dolu ÇE. (2016). Ebeveyn Güdüsel İklim Envanteri-2’nin Türkçe versiyonunun geçerlik ve güvenirlik çalışması. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 14(2), 163-174.
• 2. Ames C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261.
• 3. Ames C. (1995). Achievement goals, motivational climate, and motivational processes. In G. C. Roberts (Ed.), Motivation in sport and exercise (pp. 161-176). Champaign, IL, US: Human Kinetics Books.
• 4. Amorose AJ, Anderson-Butcher D. (2015). Exploring the independent and interactive effects of autonomy-supportive and controlling coaching behaviors on adolescent athletes’ motivation for sport. Sport, Exercise, and Performance Psychology, 4(3), 206.
• 5. Appleton PR, Ntoumanis N, Quested E, Viladrich C, Duda JL. (2016). Initial validation of the coach-created Empowering and Disempowering Motivational Climate Questionnaire (EDMCQ-C). Psychology of Sport and Exercise, 22, 53-65.
• 6. Arslan F, Ziyagil MA, Bastik C. (2018). Examination of Moral Decision-Making Attitudes of Elite Male Basketball Players and Wrestlers According to Variables of Sport Experience and Mother, Father Education. Universal Journal of Educational Research, 6(3), 378-385.
• 7. Aşçı FH, Erturan İlker G. (2018). Algılanan Öğretmen Geribildirimi ve Güdüsel İklimin Beden Eğitimi ve Spor Derslerinde Zevk Alma ve Güdülenme Üzerine Yordayıcı Etkisi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 37(2), 123-138.
• 8. Atkins MR, Johnson DM, Force EC, Petrie TA. (2015). Peers, parents, and coaches, oh my! The relation of the motivational climate to boys' intention to continue in sport. Psychology of Sport and Exercise, 16, 170-180.
• 9. Balaguer I, Castillo I, Cuevas R, Atienza F. (2018). The Importance of Coaches' Autonomy Support in the Leisure Experience and Well-Being of Young Footballers. Frontiers in Psychology, 9, 840. doi:10.3389/fpsyg.2018.00840.
• 10. Balaguer I, González L, Fabra P, Castillo I, Mercé J, Duda JL. (2012). Coaches’ interpersonal style, basic psychological needs and the well- and ill-being of young soccer players: A longitudinal analysis. Journal of Sports Sciences, 30(15), 1619-1629.
• 11. Bandura A, Grusec JE, Menlove FL. (1967). Some social determinants of self-monitoring reinforcement systems. Journal of Personality and Social Psychology, 5(4), 16-23.
• 12. Barcza-Renner K, Eklund RC, Morin AJ, Habeeb CM. (2016). Controlling coaching behaviors and athlete burnout: Investigating the mediating roles of perfectionism and motivation. Journal of Sport and Exercise Psychology, 38(1), 30-44.
• 13. Bartholomew KJ, Ntoumanis N, Ryan RM, Bosch JA, Thøgersen-Ntoumani C. (2011). Self-determination theory and diminished functioning: The role of interpersonal control and psychological need thwarting. Personality and Social Psychology Bulletin, 37(11), 1459-1473.
• 14. Bartholomew KJ, Ntoumanis N, Thøgersen-Ntoumani C. (2010). The controlling interpersonal style in a coaching context: Development and initial validation of a psychometric scale. Journal of Sport and Exercise Psychology, 32(2), 193-216.
• 15. Bekiari, A., & Syrmpas, I. (2015). Coaches’ Verbal Aggressiveness and Motivational Climate as Predictors of Athletes’ Satisfaction. British Journal of Education, Society & Behavioural Science, 9, 318-329.
• 16. Boardley ID, Kavussanu M. (2009). The influence of social variables and moral disengagement on prosocial and antisocial behaviours in field hockey and netball. Journal of Sports Sciences, 27(8), 843-854.
• 17. Boardley ID, Smith AL, Mills J, Grix J, Wynne C, Wilkins L. (2018). Development of moral disengagement and self-regulatory efficacy assessments relevant to doping in sport and exercise. Psychology of Sport and Exercise, 36, 57-70.
• 18. Bolter ND, Kipp LE. (2018). Sportspersonship coaching behaviours, relatedness need satisfaction, and early adolescent athletes’ prosocial and antisocial behaviour. International Journal of Sport and Exercise Psychology, 16(1), 20-35.
• 19. Boyd M, Kim MS, Ensari N, Yin Z. (2014). Perceived motivational team climate in relation to task and social cohesion among male college athletes. Journal of Applied Social Psychology, 44(2), 115-123.
• 20. Chang WH, Chi L, Wu CH, Chen LH. (2018). When Does Perceived Coach Autonomy Support Help Reduce Athlete Burnout? The Role of Athletes’ Experiential Avoidance. International Journal of Sport Psychology, Forthcoming.
• 21. Chantal Y, Soubranne R, Brunel PC. (2009). Exploring the social image of anabolic steroids users through motivation, sportspersonship orientations and aggression. Scandinavian Journal of Medicine & Science in Sports, 19(2), 228-234.
• 22. Chelladurai P. (1984). Discrepancy between preferences and perceptions of leadership behavior and satisfaction of athletes in varying sports. Journal of Sport Psychology, 6(1), 27-41.
• 23. Cheval B, Chalabaev A, Quested E, Courvoisier DS, Sarrazin P. (2017). How perceived autonomy support and controlling coach behaviors are related to well-and ill-being in elite soccer players: A within-person changes and between-person differences analysis. Psychology of Sport and Exercise, 28, 68-77.
• 24. Coşkun, R., Altunışık, R., & Yıldırım, E. (2017). Sosyal Bilimlerde Araştırma Yöntemleri SPSS Uygulamalı, Sakarya Yayıncılık, Güncellenmiş 9. Baskı, Sakarya.
• 25. Cresswell SL, Eklund RC. (2005). Changes in athlete burnout and motivation over a 12-week league tournament. Medicine and Science in Sports and Exercise, 37(11), 1957-1966.
• 26. Curran T, Hill AP, Hall HK, Jowett GE. (2015). Relationships Between the Coach-Created Motivational Climate and Athlete Engagement in Youth Sport. Journal of Sport & Exercise Psychology, 37, 193- 198.
• 27. Çepikkurt F, Kale EK, Tiryaki Ş. (2015). Futbolcuların Algıladıkları Lider davranışları ve güdüsel iklim arasındaki ilişki. CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi, 7(2), 19-25.
• 28. Davis L, Appleby R, Davis P, Wetherell M, Gustafsson H. (2018). The role of coach-athlete relationship quality in team sport athletes’ psychophysiological exhaustion: implications for physical and cognitive performance. Journal of Sports Sciences, 36(17), 1985-1992.
• 29. Decety J, Michalska KJ, Kinzler KD. (2012). The contribution of emotion and cognition to moral sensitivity: a neurodevelopmental study. Cerebral Cortex, 22(1), 209-220.
• 30. Deci EL, Ryan RM. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109-134.
• 31. Deci EL, Ryan RM. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological İnquiry, 11(4), 227-268.
• 32. DeFreese JD, Smith AL. (2013). Teammate social support, burnout, and self-determined motivation in collegiate athletes. Psychology of Sport and Exercise, 14(2), 258-265.
• 33. DeFreese JD, Smith AL. (2014). Athlete social support, negative social interactions, and psychological health across a competitive sport season. Journal of Sport and Exercise Psychology, 36(6), 619-630.
• 34. Duda JL, Hall HK. (2001). Achievement goal theory in sport: Recent extensions and future directions. In R. N. Singer, H. A. Hausenblas, & C. M. Janelle (Eds.), Handbook of research in sport psychology (2nd ed., pp. 417–434). New York: Wiley.
• 35. Duda JL, Quested E, Haug E, Samdal O, Wold B, Balaguer I, ve diğ. (2013). Promoting Adolescent health through an intervention aimed at improving the quality of their participation in Physical Activity (PAPA): Background to the project and main trial protocol. International Journal of Sport and Exercise Psychology, 11(4), 319-327.
• 36. Duda JL. (2013). The conceptual and empirical foundations of Empowering Coaching™: Setting the stage for the PAPA project. International Journal of Sport and Exercise Psychology, 11(4), 311-318.
• 37. Erturan İlker G, Aşçı H. (2018). Beden eğitiminde öğretmen geribildiriminin rolü: Aracı değişken olarak motivasyonel iklim. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. Advance online publication. doi: 10.16986/HUJE.2018043404.
• 38. Eskiyecek, CG. Bayazıt, B. Sarı, İ. (2015) The investigation in terms of age gender and sports of coach leadership behaviours preferred in athletes (the sample of Diyarbakır). International Refereed Academic Journal of Sports, Health and Medical Sciences. 5(15): 27-42.
• 39. Felton L, Jowett S. (2013). “What do coaches do” and “how do they relate”: Their effects on athletes' psychological needs and functioning. Scandinavian Journal of Medicine & Science in Sports, 23(2), e130-e139.
• 40. Fenton SA, Duda JL, Appleton PR, Barrett TG. (2017). Empowering youth sport environments: Implications for daily moderate-to-vigorous physical activity and adiposity. Journal of Sport and Health Science, 6(4), 423-433.
• 41. Fenton SA, Duda JL, Quested E, Barrett T. (2014). Coach autonomy support predicts autonomous motivation and daily moderate-to-vigorous physical activity and sedentary time in youth sport participants. Psychology of Sport and Exercise, 15(5), 453-463.
• 42. Fernández-Río J, Méndez-Giménez A, Cecchini JA, Gonzalez de Mesa C. (2012). Achievement goals and social goals' influence on physical education students' fair play. Revista de Psicodidáctica, 17(1).
• 43. Gano-Overway LA, Guivernau M, Magyar TM, Waldron JJ, Ewing ME. (2005). Achievement goal perspectives, perceptions of the motivational climate, and sportspersonship: Individual and team effects. Psychology of Sport and Exercise, 6(2), 215-232.
• 44. George, D., & Mallery, P. (2016). IBM SPSS Statistics 23 Step by Step: A Simple Guide and Reference (13th ed.). New York: Routledge.
• 45. Gillet N, Vallerand RJ, Amoura S, Baldes B. (2010). Influence of coaches' autonomy support on athletes' motivation and sport performance: A test of the hierarchical model of intrinsic and extrinsic motivation. Psychology of Sport and Exercise, 11(2), 155-161.
• 46. González L, García-Merita M, Castillo I, Balaguer I. (2016). Young athletes' perceptions of coach behaviors and their implications on their well-and ill-being over time. The Journal of Strength & Conditioning Research, 30(4), 1147-1154.
• 47. Goodger K, Gorely T, Lavallee D, Harwood C. (2007). Burnout in sport: A systematic review. The Sport Psychologist, 21(2), 127-151.
• 48. Gözmen Elmas A, Keskin Akın N, Aşçı. FH. (2018). Antrenör kaynaklı destekleyici ve kısıtlayıcı güdüsel iklim ölçeği’nin türk adolesan sporcuları için geçerlik ve güvenirlik çalışması. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 16(3),61-80.
• 49. Greene JD, Nystrom LE, Engell AD, Darley JM, Cohen JD. (2004). The neural bases of cognitive conflict and control in moral judgment. Neuron, 44(2), 389-400.
• 50. Greene JD, Sommerville RB, Nystrom LE, Darley JM, Cohen JD. (2001). An fMRI investigation of emotional engagement in moral judgment. Science, 293(5537), 2105-2108.
• 51. Guivernau M, Duda JL. (2002). Moral atmosphere and athletic aggressive tendencies in young soccer players. Journal of Moral Education, 31(1), 67-85.
• 52. Gustafsson H, Hill AP, Stenling A, Wagnsson S. (2016). Profiles of perfectionism, parental climate, and burnout among competitive junior athletes. Scandinavian Journal of Medicine & Science in Sports, 26(10), 1256-1264.
• 53. Gustafsson H, Martinent G, Isoard-Gautheur S, Hassmén P, Guillet-Descas E. (2018). Performance based self-esteem and athlete-identity in athlete burnout: A person-centered approach. Psychology of Sport and Exercise. 38, pp. 56-60.
• 54. Gutierrez M, Ruiz LM. (2009). Perceived motivational climate, sportsmanship, and students' attitudes toward physical education classes and teachers. Perceptual and Motor Skills, 108(1), 308-326.
• 55. Gürpınar B. (2009). Basketbol ve futbol hakemlerinin karşılaştıkları sportmenlik dışı davranışlar ve bu davranışların çeşitli değişkenler açısından incelenmesi. Yayımlanmamış doktora tezi. Gazi Üniversitesi, Sağlık Bilimleri Enstitüsü. Ankara.
• 56. Gürpınar B. (2014a). Sporcu ortaokul ve lise öğrencilerinin spora ait değişkenler açısından ahlaki karar alma tutumları. Eğitim ve Bilim, 39(176):413-424(176).
• 57. Gürpınar B. (2014b). Altyapı sporlarında ahlaki karar alma tutumları ölçeğinin Türk kültürüne uyarlanması: Bir Türk örnekleminde geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 39(176):405-412.
• 58. Hein V, Jõesaar H. (2015). How perceived autonomy support from adultd peer motivational climate are related with self-determined motivation among young athletes. International Journal of Sport and Exercise Psychology, 13(3), 193-204.
• 59. Hodge K, Gucciardi DF. (2015). Antisocial and prosocial behavior in sport: The role of motivational climate, basic psychological needs, and moral disengagement. Journal of Sport and Exercise Psychology, 37(3), 257-273.
• 60. Holt NL. (Ed.). (2016). Positive youth development through sport. Routledge.
• 61. Horn TS. (2008). Coaching Effectiveness in the Sport Domain. In T. S. Horn (Ed.), Advances in Sport Psychology (pp. 239267). Campaign, IL: Human Kinetics.
• 62. Isoard-Gautheur S, Guillet-Descas E, Duda JL. (2013). How to achieve in elite training centers without burning out? An achievement goal theory perspective. Psychology of Sport and Exercise, 14(1), 72-83.
• 63. Isoard-Gautheur S, Guillet-Descas E, Lemyre PN. (2012). A prospective study of the influence of perceived coaching style on burnout propensity in high level young athletes: Using a self-determination theory perspective. The Sport Psychologist, 26(2), 282-298.
• 64. Jaakkola T, Ntoumanis N, Liukkonen J. (2016). Motivational climate, goal orientation, perceived sport ability, and enjoyment within F innish junior ice hockey players. Scandinavian Journal of Medicine & Science in Sports, 26(1), 109-115.
• 65. Jaakkola T, Wang CJ, Soini M, Liukkonen J. (2015). Students’ perceptions of motivational climate and enjoyment in Finnish physical education: A latent profile analysis. Journal of Sports Science & Medicine, 14(3), 477.
• 66. Jõesaar 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.
• 67. Jonas, J. B., Wang, N. L., Wang, Y. X., You, Q. S., Xie, X. B., Yang, D. Y., & Xu, L. (2015). Estimated trans‐lamina cribrosa pressure difference versus intraocular pressure as biomarker for open‐angle glaucoma. The Beijing Eye Study 2011. Acta Ophthalmologica, 93(1), e7-e13.
• 68. Kashani V, Nikravan A, Najafi T. (2018). Psychometric properties of Persian version of the coach-created Empowering and Disempowering Motivational Climate Questionnaire (EDMCQ-C). Journal of Fundamentals of Mental Health, 20(4), 310-319.
• 69. Kavussanu M, Hodge K. (2018). The coach’s role on moral behaviour in sport. In R. Thelwell and M. Dicks (Eds), Professional Advances in Sports Coaching: Research and Practice. Routledge.Professional Advances in Sports Coaching: Research and Practice.
• 70. Kavussanu M, Seal AR. Phillips DR. (2006). Observed prosocial and antisocial behaviors in male soccer teams: Age differences across adolescence and the role of motivational variables. Journal of Applied Sport Psychology, 18(4), 326-344.
• 71. Kaye MP, Ward KP. (2010). Participant-related differences in high school athletes' moral behavior. Athletic Insight: The Online Journal of Sport Psychology, 12(1), 1-17.
• 72. Kelecek S, Göktürk E. (2017). Kadın Futbolcularda Sporcu Bağlılığının Sporcu Tükenmişliğini Belirlemedeki Rolü. Başkent Üniversitesi Sağlık Bilimleri Fakültesi Dergisi-BÜSBİD, 2(2).
• 73. Kelecek S, Kara FM, Çetinkalp ZK, Aşçı H. (2016). Sporcu tükenmişlik ölçeği’nin Türkçe uyarlaması. Spor Bilimleri Dergisi, 27(4), 149-161.
• 74. Kipp LE, Weiss MR. (2013). Social influences, psychological need satisfaction, and well-being among female adolescent gymnasts. Sport, Exercise, and Performance Psychology, 2(1), 62
• 75. Koç Y. (2013). Beden eğitimi dersi sportmenlik davranışı ölçeği (BEDSDÖ): Geçerlik ve güvenirlik çalışması. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 96-114.
• 76. Koç Y. (2017). Relationships between the Physical Education Course Sportsmanship Behaviors with Tendency to Violence and Empathetic Ability. Journal of Education and Learning, 6(3), 169-180.
• 77. Kolayiş, H. Sarı, İ., Çelik, N. (2017). Parent-Initiated Motivational Climate and Self-Determined Motivation in Youth Sport: How Should Parents Behave to Keep Their Child in Sport? Kinesiology, 49(2): 217-224.
• 78. Koul R. (2012). Multiple motivational goals, values, and willingness to cheat. International Journal of Educational Research, 56, 1-9.
• 79. Kowal J, Fortier MS. (1999). Motivational determinants of flow: Contributions from self-determination theory. The Journal of Social Psychology, 139(3), 355-368.
• 80. Köseoğlu R, Demir H. (2017). Amaç Yönelimi ve Tükenmişlik Arasındaki İlişkide Amaç İkliminin Moderatör Etkisi. Ege Akademik Bakış Dergisi, 17(3), 337-350.
• 81. Lee MJ, Whitehead J, Ntoumanis N. (2007). Development of the attitudes to moral decision- making in youth sport questionnaire (AMDYSQ). Psychology of Sport and Exercise, 8(3), 369-392.
• 82. Legg E, Newland A, Bigelow R. (2018). Somebody's Eyes are Watching: The Impact of Coaching Observations on Empowering Motivational Climates and Positive Youth Development. Journal of Park & Recreation Administration, 36(4).
• 83. Lemyre PN, Treasure DC, Roberts GC. (2006). Influence of variability in motivation and affect on elite athlete burnout susceptibility. Journal of Sport and Exercise Psychology, 28(1), 32-48.
• 84. Leo F, Sánchez-Miguel PA, Sánchez-Oliva D, Amado D, García-Calvo T. (2015). Motivational climate created by other significant actors and antisocial behaviors in youth sport. Kinesiology, 47(1), 3-10.
• 85. Li C, Zhu Y, Zhang M, Gustafsson H, Chen T. (2019). Mindfulness and Athlete Burnout: A Systematic Review and Meta-Analysis. International Journal of Environmental Research and Public Health, 16(3), 449.
• 86. Loeb B. (2018). Next-Level Coaching: How to Use Sport Psychology to Educate, Motivate, and Improve Student-Athlete Performance. Greenleaf Book Group.
• 87. Lonsdale C, Hodge K, Jackson SA. (2007). Athlete Engagement: II. Development and Initial Validation of The Athlete Engagement Questionnaire. International Journal of Sport Psychology, 38, 471-492.
• 88. Lonsdale C, Hodge K, Raedeke TD. (2007). Athlete Engagement: I. A Qualitative Investigation of Relevance and Dimentions. International Journal of Sport Psychology, 38, 451-470
• 89. Lonsdale C, Hodge K, Rose EA. (2008). The Behavioral Regulation in Sport Questionnaire (BRSQ): Instrument development and initial validity evidence. Journal of Sport and Exercise Psychology, 30(3), 323-355.
• 90. Lonsdale, C, Hodge K, Rose E. (2009). Athlete burnout in elite sport: A self-determination perspective. Journal of Sports Sciences, 27(8), 785-795.
• 91. Lu FJ, Lee WP, Chang YK, Chou CC, Hsu YW, Lin JH, Gill DL. (2016). Interaction of athletes' resilience and coaches' social support on the stress-burnout relationship: A conjunctive moderation perspective. Psychology of Sport and Exercise, 22, 202-209.
• 92. Malinauskas R. (2008). College athletes' perceptions of social support provided by their coach before injury and after it. Journal of sports medicine and physical fitness, 48(1), 107-112.
• 93. Matosic D, Ntoumanis N, Boardley ID, Sedikides C. (2018). Narcissism, beliefs about controlling interpersonal style, and moral disengagement in sport coaches. International Journal of Sport and Exercise Psychology, 1-15.
• 94. Miller BW, Roberts GC, Ommundsen Y. (2004). Effect of motivational climate on sportspersonship among competitive youth male and female football players. Scandinavian Journal of Medicine & Science in Sports, 14(3), 193-202.
• 95. Miller BW, Roberts GC, Ommundsen Y. (2005). Effect of perceived motivational climate on moral functioning, team moral atmosphere perceptions, and the legitimacy of intentionally injurious acts among competitive youth football players. Psychology of Sport and Exercise, 6(4), 461-477.
• 96. Milton D, Appleton PR, Bryant A, Duda JL. (2018). Initial Validation of the Teacher-Created Empowering and Disempowering Motivational Climate Questionnaire in Physical Education. Journal of Teaching in Physical Education, 37(4), 340-351.
• 97. Milyavskaya M, Koestner R. (2011). Psychological needs, motivation, and well-being: A test of self-determination theory across multiple domains. Personality and Individual Differences, 50(3), 387-391.
• 98. Moll J, de Oliveira-Souza R, Bramati IE, Grafman J. (2002). Functional networks in emotional moral and nonmoral social judgments. Neuroimage, 16(3), 696-703.
• 99. Newton M, Duda JL, Yin Z. (2000). Examination of the psychometric properties of the Perceived Motivational Climate in Sport Questionnaire-2 in a sample of female athletes. Journal of Sports Sciences, 18(4), 275-290.
• 100. Nicholls AR, Morley D, Perry JL. (2016). Mentally tough athletes are more aware of unsupportive coaching behaviours: Perceptions of coach behaviour, motivational climate, and mental toughness in sport. International Journal of Sports Science & Coaching, 11(2), 172-181.
• 101. Nicholls JG. (1984). Achievement motivation: Conceptions of ability, subjective experience, task 23 choice, and performance. Psychological Review, 91, 328-346.
• 102. Ntoumanis N, Barkoukis V, Gucciardi DF, Chan DKC. (2017). Linking coach interpersonal style with athlete doping intentions and doping use: a prospective study. Journal of Sport and Exercise Psychology, 39(3), 188-198.
• 103. Ntoumanis N, Biddle SJ. (1999). A review of motivational climate in physical activity. Journal of Sports Sciences, 17(8), 643-665.
• 104. Ntoumanis N, Taylor IM, Thøgersen-Ntoumani C. (2012). A longitudinal examination of coach and peer motivational climates in youth sport: Implications for moral attitudes, well-being, and behavioral investment. Developmental Psychology, 48(1), 213.
• 105. O’rourke DJ, Smith RE, Smoll FL, Cumming SP. (2014). Relations of parent-and coach-initiated motivational climates to young athletes’ self-esteem, performance anxiety, and autonomous motivation: who is more influential? Journal of Applied Sport Psychology, 26(4), 395-408.
• 106. Oliveira HZ, Dias TS, Sabino B, Dias C, Nuno M, António J, Fonseca A. (2019). Adaptação transcultural do Empowering Disempowering Motivational Climate Questionnaire para a língua portuguesa e análise da invariância em atletas masculinos brasileiros e portugueses Adaptación transcultural del Empowering Disempowering Motivational Climate Questionnaire para el portugués y el análisis de la invarianza en. Cuadernos de Psicología del Deporte, 19(1), 1-18.
• 107. Ommundsen Y, Roberts GC, Lemyre PN, Treasure D. (2003). Perceived motivational climate in male youth soccer: Relations to social–moral functioning, sportspersonship and team norm perceptions. Psychology of Sport and Exercise, 4(4), 397-413.
• 108. Özyıldırım M, Sarı İ. (2018). Antrenörlerin spor psikolojisi kavramına ilişkin metaforik algıları. Uluslararası Hakemli Akademik Spor Sağlık ve Tıp Bilimleri Dergisi.29, 177-194.
• 109. Pallant, J. (2013). SPSS survival manual. McGraw-Hill Education (UK).
• 110. Pelletier LG, Fortier MS, Vallerand RJ, Briere NM. (2001). Associations among perceived autonomy support, forms of self-regulation, and persistence: A prospective study. Motivation and Emotion, 25(4), 279-306.
• 111. Ponseti FJ, Cantallops J, Muntaner-Mas A. (2016). Fair play, cheating and gamesmanship in young basketball teams. Journal of Physical Education & Health-Social Perspective, 5(8), 29-33.
• 112. Quested E, Duda JL. (2010). Exploring the social-environmental determinants of well-and ill-being in dancers: A test of basic needs theory. Journal of Sport and Exercise Psychology, 32(1), 39-60.
• 113. Quested E, Duda JL. (2011). Antecedents of burnout among elite dancers: A longitudinal test of basic needs theory. Psychology of Sport and Exercise, 12(2), 159-167.
• 114. Quested E, Duda JL. (2011). Perceived autonomy support, motivation regulations and the self-evaluative tendencies of student dancers. Journal of Dance Medicine & Science, 15(1), 3-14.
• 115. Raedeke TD, Lunney K, Venables K. (2002). Understanding athlete burnout: Coach perspectives. Journal of Sport Behavior, 25(2), 181-206.
• 116. Raedeke TD, Smith AL. (2001). Development and preliminary validation of an athlete burnout measure. Journal of Sport and Exercise Psychology, 23(4), 281-306.
• 117. Raedeke TD, Smith AL. (2009). The Athlete Burnout Questionnaire manual. Morgantown, WV: West Virginia University
• 118. Ruiz MC, Haapanen S, Tolvanen A, Robazza C, Duda JL. (2017). Predicting athletes’ functional and dysfunctional emotions: The role of the motivational climate and motivation regulations. Journal of Sports Sciences, 35(16), 1598-1606.
• 119. Sarı İ, Bayazıt B. (2017). The relationship between perceived coaching behaviours, motivation and self-efficacy in wrestlers. Journal of Human Kinetics, 57(1), 239-251.
• 120. Sarı İ. (2015). Satisfaction of basic psychological needs and goal orientation in young athletes: A test of basic psychological needs theory. Kinesiology: International journal of fundamental and applied kinesiology, 47(2), 159-168.
• 121. Sarı, İ. (2019). Antrenörden algılanan özerklik desteği ve sporcuların özerk güdülenmesi arasındaki ilişki: bir meta-analiz çalışması. Spormetre the Journal of Physical Education and Sport Sciences. 17(2), 110-125.
• 122. Sarı, İ., Bulut, Y. (2020). Attitudes towards sports coaching profession scale: Validity and reliability study for university students. Türkiye Klinikleri Journal of Sports Sciences. 12(1):65-76
• 123. Sarı, İ., Deryahanoğlu, G., (2019). The Relationship of Athletes’ Moral Disengagement to Perceived Motivational Climate and Valued Goals. Spormetre the Journal of Physical Education and Sport Sciences, 17(4),91-104.
• 124. Satman MC. (2018). The investigation of the relation between middle class students’ EQ levels and moral decision making attitudes in sports. International Journal of Human Sciences.15(1):635-645.
• 125. Schaufeli WB, Salanova M, Gonzalez-Roma V, Bakker AB. (2002). The Measurement of Engagement and Burnout: A Two Sample Confirmatory Factor Analytic Approach. Journal of Happiness Studies, 3, 71-92.
• 126. Sheldon KM, Zhaoyang R, Williams MJ. (2013). Psychological need-satisfaction, and basketball performance. Psychology of Sport and Exercise,14(5), 675- 681.
• 127. Sibley BA, Bergman SM. (2018). What keeps athletes in the gym? Goals, psychological needs, and motivation of CrossFit™ participants. International Journal of Sport and Exercise Psychology, 16(5), 555-574.
• 128. Smith N, Tessier D, Tzioumakis Y, Fabra P, Quested E, Appleton P, ve diğ. (2016). The relationship between observed and perceived assessments of the coach-created motivational environment and links to athlete motivation. Psychology of Sport and Exercise, 23, 51-63.
• 129. Spruit A, Kavussanu M, Smit T, IJntema M. (2018). The Relationship between Moral Climate of Sports and the Moral Behavior of Young Athletes: A Multilevel Meta-analysis. Journal of Youth and Adolescence, 1-15.
• 130. Standage M, Duda JL, Ntoumanis N. (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of educational psychology, 95(1), 97.
• 131. Stebbings J, Taylor IM, Spray CM. (2015). The relationship between psychological well-and ill-being, and perceived autonomy supportive and controlling interpersonal styles: A longitudinal study of sport coaches. Psychology of Sport and Exercise, 19, 42-49.
• 132. Stornes T, Ommundsen Y. (2004). Achievement goals, motivational climate and sportspersonship: a study of young handball players. Scandinavian Journal of Educational Research, 48(2), 205-221.
• 133. Şirin P, Arif Ö, Hamdi P, Bülent F, Aydın P. (2017). A Scrutiny on the Moral Decision-Making Attitudes of the Youth Sportspeople in Combat Branches. European Journal of Physical Education and Sport Science.
• 134. Tsai E, Fung L. (2005). Sportspersonship in youth basketball and volleyball players. Athletic Insight, 7(2), 37-46.
• 135. Vansteenkiste M, Ryan RM. (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23(3), 263-280.
• 136. Verner-Filion J, Vallerand RJ. (2018). A longitudinal examination of elite youth soccer players: The role of passion and basic need satisfaction in athletes' optimal functioning. Psychology of Sport and Exercise, 39, 20-28.
• 137. Vitali F, Bortoli L, Bertinato L, Robazza C, Schena F. (2015). Motivational climate, resilience, and burnout in youth sport. Sport Sciences for Health, 11(1), 103-108.
• 138. Zourbanos N, Haznadar A, Papaioannou A, Tzioumakis Y, Krommidas C, Hatzigeorgiadis A. (2016). The relationships between athletes’ perceptions of coach-created motivational climate, self-talk, and self-efficacy in youth soccer. Journal of Applied Sport Psychology, 28(1), 97-112.