Document Type
Article
Abstract
The purpose of the present study was to examine the relationships among critical sport psychosocial perceptions of fathers (N=84), mothers (N=84), and daughters (N=84) in the same family (N=252). Athlete participants were young female soccer players ranging in age from 9 to 14 years. A canonical correlation analysis revealed a significant overall multivariate relationship (Wilks's λ = .485, p<.0001) and one significant function emerged (Rc = .64). The loadings suggested that athlete's perceptions of both mother and father created task involving and worry conducive climates all contributed to the multivariate relationship, predicting athlete's perceived competence, sport friendship quality, and task orientation. We also examined potential differences among athlete's, mother's, and father's perceptions of enjoyment and motivational climates. A series of repeated measures ANOVA's revealed that mothers believed that they created a more worrisome soccer climate for their daughters than fathers. In contrast, daughters reported that their fathers contributed to a worry conducive climate more than mothers.
Disciplines
Education | Family, Life Course, and Society | Social Psychology and Interaction | Sports Sciences | Sports Studies
Recommended Citation
Paiffy, C. & Martin, J. J. (2008). Parental influences on adolescent girl's goal orientations, perceived competence, sport friendship quality, and enjoyment. Journal for the Study of Sports and Athletes in Education, 2(1), 107-126.
Included in
Education Commons, Family, Life Course, and Society Commons, Social Psychology and Interaction Commons, Sports Sciences Commons, Sports Studies Commons
Comments
NOTICE IN COMPLIANCE WITH PUBLISHER POLICY: This article is copyright © 2008 Maney Publishing / Left Coast Press and was originally published as
Paiffy, C. & Martin, J. J. (2008). Parental influences on adolescent girl's goal orientations, perceived competence, sport friendship quality, and enjoyment. Journal for the Study of Sports and Athletes in Education, 2(1), 107-126.