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whereas the opposite took place for Anglo-American children These results are puzzling because much research has shown that variables related to autonomy and choice posited by SDT do operate in various cultures, including collectivistic ones (eg, Chirkov, Ryan, Kim, & Kaplan, 2003) Because sport and physical activity are engaged in most, if not all, cultures, it is imperative to determine if culture affects motivation in sport and physical activity settings And if so, what are the processes through which such effects take place Sport psychology has typically neglected cultural issues (Duda & Hayashi, 1998) The time has come to move forward and to correct this important oversight CONCLUSION The purpose of this chapter was to review the extant literature on intrinsic and extrinsic motivation in sport and physical activity using the HMIEM as an organizing framework.

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The present review has shown that such research is vibrant, as it deals with a variety of issues at different levels of generality A number of future research directions have also been proposed To this end, it is important to reiterate that the hierarchical model proposes that it is desirable to progress from the mere study of athletes (or exercise participants) to that of whole individuals who, in addition to being athletes (or exercise participants), are also students (or workers) and part of a social matrix (see Vallerand, 1997; Vallerand & Grouzet, 2001) Specifically, this means that if we are to better understand an individual s motivation toward sport or exercise and ensuing outcomes, we need to know more about his or her motivations in other life contexts as well as his or her motivational orientation at the global level.

Women were always well represented in school psychology, perhaps always at least 30% of practitioners Many held high-ranking administrative positions in school districts and directed departments of psychological services Female representation in the eld increased rapidly after the 1960s and was more than 70% by the late 1990s In the Thoroughbred Years, women quickly acquired positions of leadership in the NASP, the APA, and state associations, as well as editorships and training program faculty positions Organizational Development Professional progress related to school psychology organizations is one of the most dramatic historical developments of the Thoroughbred Years The NASP, with fewer than 1,000 members in its rst year, grew to more than 21,000 by the year 2000 and dominated the organizational development of the period However, it struggled in its rst decade to establish a base beyond itself in public advocacy and governmental relations.

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Furthermore, we need to pay attention to factors that may operate out of the person s level of awareness and those that may affect motivation differently as a function of culture It is believed that future research framed in line with the HMIEM should lead to a more comprehensive understanding of the psychological processes underlying motivational phenomena taking place in sport and physical activity settings, eventually contributing to the development of a more adaptive environment for all participants REFERENCES.

ABCs of psychology (affect / behavior/cognitions), 645 Ability, undifferentiated/differentiated, 4 ABQ. See Athlete Burnout Questionnaire (ABQ) Academic Motivation Scale (AMS), 62 Academic performance: controlling morality studies for, 665 fitness and, 472 physical education and, 472 Achievement Anxiety Test (AAT), 48 Achievement drive, mental skills training, 288 289 Achievement goal theory, 3 24, 675 676. See also Motivation ability, undifferentiated/differentiated, 5 achievement goal theory, 4 6 definition of achievement, 3 4 ego involvement /orientation: climate, 129 130 defined as differentiated conception of ability, 5, 6 leadership, 129 moral correlates, 671, 676 perceived effort, 567 performance criteria, 5 ethics/morality, 675 676 goal involvement: versus goal orientation, 567 states of, 5 6 goal orientations, 6 11 achievement strategies, 9 affect and intrinsic interest, 8 anxiety, 8 9 beliefs about the causes of success, 7 burnout, 10 11 exerted effort and performance, 9 10 versus goal involvement, 567 moral functioning and cheating, 10 motivational implications of, 7 11 parents in physical domain, 689 691 perceived effort and, 567 568 perceptions of competence, 7 purposes of sport, 7 8 hierarchical approach to achievement goals, 13 22 antecedents and consequences of 2 2 goal adoption, 15 18 critical issues regarding 2 2 achievement goals, 18 20 empirically tested consequences, overview table, 19

The outcrop area of the aquifer strata. As shown in Figure 10.1a c, an outcrop area can be assigned one of three different types of boundary conditions, depending on local circumstances and the scale of the modeled area. A fault bringing the aquifer rock mass into contact with essentially impermeable rock; this can only be designated zero ux boundary conditions (Figure 10.1d). (It should be noted that not all faults act as impermeable boundaries some fault planes are suf ciently permeable that they themselves behave as head-dependent ux boundaries or even speci ed head boundaries; Figure 10.1e). A river cutting into an aquifer (Figure 10.2a c). In general, the conditions along a river aquifer interface should be represented as a headdependent ux (10.2a). A speci ed ux might be a good alternative where the base ow in the stream is well known, and the period of simulation is brief (10.2b). The poorest choice for a river