The aim of this study was to investigate the casual relationships of motivational climate with competitive anxiety and perceived sport performance among futsal player female students. The study population included all of girl athletes in the futsal teams that participated in Thirteenth Sports Olympiad, all of them were chosen as a research sample (N=182). The data analyzed by Pearson correlation and structural equation modeling. The results showed that mastery motivational climate has a direct and significant effect on competitive anxiety, but performance motivational climate hasn’t a significant impact on competitive anxiety. Also, mastery and performance motivational climate have a Positive and significant effect on perceived performance, but competitive anxiety showed a negative and significant effect on perceived sport performance of athletes. So, it is suggested to coaches that increase motivation in athletes by providing fine training, encouragement, rewards and well-organized feedback, using strategies for decreasing anxiety.

The aim of this study was to determine the relationship between perceived motivational climate and motivation in adolescent female students. This research was conducted through descriptive and correlational method. The statistical population of this study was all high school female students in East Azerbaijan province, 221 people were selected using cluster sampling method. In order to collect data, exercise behavior adjustment questionnaire and perceived motivational space were used in sport. The results showed that there was a significant relationship between motivational climate and lack of motivation. Also, there was a significant relationship between ego-oriented climate and external motivation and introjected regulation, as well as between the task-oriented climate and internal motivation and the identified regulation. In other words, in the Ego and task perceived motivational climate, both in the model used predict 6% of the changes in the external motivation, 2% of the changes in the introjected regulation, 14% of the identified regulation changes, 12% of internal motivation and 11% of the lack of motivation correctly. Therefore, it can be said that the perceived motivational climate is an important factor and predictor of the type of motivation to exercise in adolescent female students.

Social Environment، like class or sport team، determines the motivational climate that we perceive. Moreover، researchers reported that athletes of sport teams differ at psychological factors which could be related to teams’ motivational climate. So far، few studies have considered this issue in elite athletes. Thus، this study aimed to study perceived motivational climate and its relationship with anxiety and self-esteem in elite and non-elite athletes of team sports. Participants of this study were 116 male athletes at range of 18 to 29 years (Mean=24+3/7)، who were taking part in either elite or non-elite levels (55 elite and 61 non-elite). The instruments used were PMCSQ-2 to evaluate motivational climate، SAS to assess anxiety، and SEI to measure self-esteem in athletes. Kolmogorov Smirnov test was used to study the normality of data. Descriptive statistics methods were used to report scores of athletes، one-way analysis of variances to discover the difference between two groups and also pierson correlation test to study the relation between anxiety and self-esteem with perceived motivational climate. Results showed that perceived motivational climate was more task-oriented in elite athletes than their non-elite counterparts. But there was no significant relation between two groups in self-esteem and concentration disruption. At task-oriented dimension، elite athletes had higher scores in cooperative learning and important role rather than their non-elite peers. Evaluating the correlations showed that there are significant reverse correlations between: task-oriented climate and self-oriented climate، somatic anxiety and task-oriented climate، worry and task-oriented climate، concentration disruption and task-oriented climate، somatic anxiety and self-esteem، and worry and self-esteem (P<0/05). Based on findings of this study and similar researches it seems that performance of athletes is affected vividly by psychological characteristics. Mental factors can differentiate elites from non-elites. High levels of mental readiness cause increasing the success rate of athletes and promoting their competence، which causes higher motivation، self-confidence، self-esteem and finally promoting athletic performance. It is suggested to coaches that increase motivation in athletes by providing fine training، encouragement، rewards and well-organized feedback، as well as using strategies for increasing the self-esteem and decreasing anxiety.

The purpose of this study was to determine the relationship between perceived motivational climate and self – determination Judokas in Iranian pro league, which was carried out by a descriptive field method. The statistical population of this study comprised the entire Judokas of pro league in Iran. Statistical sample set of 126 Judokas of pro league in Iran. In order to collect data, demographic questionnaire, perceived motivational climate in sport questionnaire – 2 (PMCSQ) and sport motivation scale (SMS), were used. In order to analyze of data dscriptive mthods were used and also on level of P<0.05 in order to determine the relationship a multiple variable regression was used. Research results showed that there is a significant relationship between perceived motivational climate and self – determination (P<0.05). Also, the findings showed that there is a significant relationship between performance climate and eccentric and intrinsic motivation (P<0.05) and there is signigicant relationship between Mastery climate and intrinsic motivation (P<0.05). but, there was no relationship between motivational climate and amotivation on the other (P>0.05). generally between perceived motivational climate is important and predicitve factor in athlete's self – determination.

The relationships between motivational beliefs with procrastination and class climate have been shown in previous studies. In this study, the psychometric properties of Classroom Learning Environment (CEL) Questionnaire were presented, and the mediating role of motivational beliefs in relationship between class climate and procrastination examined. 196 students of Birjand University were selected by cluster sampling. The research tools were Procrastination Assessment Scale (PASS Student Version), Motivated Strategies for Learning Questionnaire (MSLQ) and CLE Questionnaire. The data were analyzed by path analysis and multivariate regression. The findings showed that the class environment effected indirectly procrastination through motivational beliefs. Class atmosphere and motivational beliefs explained 28% of the procrastination variance. It also showed that the components of test anxiety and self-efficacy from motivational beliefs were predictive power of procrastination. According to these findings, motivational beliefs have a mediating role in relationship between the class climate and procrastination and should be considered in setting learning environment.

The study aimed to determine the intrinsic motivation of undergraduate nursing students based on their perceived motivational climate.
This cross-sectional research was conducted on 165 students, who were selected through simple random sampling. Data collection tools were standard intrinsic motivation and perceived motivational climate (consisting of perceived mastery and performance climates) questionnaires. Moreover, data analysis was performed in SPSS using Pearson’s correlation coefficient, analysis of variance, and linear regression.
In this research, a significant and positive relationship was observed between intrinsic motivation and perceived mastery and motivational climates (P According to the results of the study, it seems that improvement and modification of the perceived mastery and motivational climates in learning environments can increase intrinsic motivation for learning in students.

This study examines the relationship pattern of the motivational climate,satisfaction of the psychological needs and self-determined motivation in youth male athletes based on the self-determination theory (Deci & Ryan, 1985, 2000). A sample of 255 athletes ranging from 12-14 years of age from varity of team sports completed the Motivational climate in youth sport, behavioral regulations toward sport, and the basic needs in sport scale. Pearson correlation, Confirmed factor analysis, Structural Equation Modeling analyses were used to examine the research hypotheses. The results revealed mastery oriented climate have a direct, positive influence on relatedness, competence, and autonomy.Competence and relatedness influenced self-determination, positively. Relatedness, competence, and autonomy had mediatory role in affecting mastery climate on self-determination. The results indicated that mastery motivational climate is an important motivational variable in youth male athletes which can influence self-determination by affectingpsychological needs.

The purpose of this study was to determine the relationship between achievement goal orientation and perceived motivational climate in sprint and endurance runners.

38 College athletes including 20 distance runners (M=27.5, SD= 6.97) and 18 Sprint Runners (M=27.5, SD= 6.97) were voluntarily selected. Data was collected using Achievement Goal Orientation Questionnaire (AGOQ) and Perceived Motivational Climate Questionnaire (PMCQ).

Examination of relationship among subscales of achievement goal orientation and perceived motivational climate showed significant and positive relationship between ego orientation and performance climate perceptions in distance runners (r=0.476, P<0.05). Also, significant relationships were observed between ego and task orientations (r=0.721, P 0.05), and ego orientation and performance climate perceptions (r=0.48, P<0.05) in sprint runners. The results of independent-t test showed, there were not significant differences between distance and sprint runners in ego and task orientations, mastery and performance climate perceptions. According to the results of dependent-t test, there were significant differences between mastery and performance climate perceptions in distance runners and ego- and task-orientation in distance and sprint runners. But there was no significant difference between mastery and performance climate perceptions in sprint runners.

The aim of this study is to determine the effect of perceived coach leadership behavior on motivational climate and athlete satisfaction of women taking part in basketball super league of Iran. Statistical population of this study was included from all super leagues’ female basketball players. Sample society was equal to all 174 athletes of statistical society and the method of research was descriptive. The personal information questionnaire (demography), leadership sport scale (LSS), motivational climate questionnaire (PMCSQ), and athlete satisfaction questionnaire (ASQ) were used to measure the variables. The results showed that among coaches’ leadership behavior; autocratic behavior (ß=0/76) and performance climate; social support (ß= 0/24) and education and training behavior and mastery climate have linear relationship and even predict it. Coaches’ leadership behavior and athlete satisfaction have significant linear relationship (p<0/01), also education and training behavior (ß=0/93) and positive feedback (ß=0/75) have linear relationship with athlete satisfaction and even predict it.As a whole, it is obvious that coaches’ leadership behavior is an important factor in motivational climate and athlete satisfaction; so the coaches by using the appropriate leadership behavior can effect on motivational climate and athlete satisfaction to achieve success and desirable outcomes.

Private speech، which occurs when children play and/or perform tasks، is considered to be one of the most important functions which can illuminate the relation between thought and language. The aim of the present study was to examine private speech among Iranian children while they were involved in the tower of London (TOL) task. The questions of the study included: 1) Do Iranian preschoolers talk to themselves when performing a task? 2) Is there any relationship between private speech and performance of children? 3) Do children talk to themselves more when they encounter a difficult task than an easy task? To find answers to the research questions، 32 five year-old children participated in the study and performed the TOL task while their performance and talks were videotaped and later coded. Results showed that children were more involved in social than in private speech. Nevertheless، their performance in TOL was positively related to their private speech. The results of the study showed that the difficulty level of the task did not have any relationship with the level of private speech produced by children even though some evidence indicating that difficultly level of the task might lead to more private speech could be inferred. The findings of the study imply that awareness-raising among teachers and parents regarding the role of private speech in the process of children’s language development should be emphasized.