A Conditional Process Analysis of the Coach-Created Mastery Climate, Task Goal Orientation, and Competence Satisfaction in Youth Soccer: The Moderating Role of Controlling Coach Behavior
The purpose of this study was to investigate controlling coach behavior as a boundary condition
for the relationship between a mastery climate, task goal orientation, and competence
satisfaction in youth soccer. Latent conditional process modeling was conducted with a sample
of 1,119 female and male youth soccer players 10–15 years of age. Results indicated that the
interaction between controlling coach behavior and coach-created mastery climate accounted
for 4% variance in task goal orientation. Furthermore, the indirect link between coach-created
mastery climate and competence, through task goal orientation, was significant at all levels of
controlling coach behavior, yet decreased from low (–1 SD; B = .40, 95% confidence interval
[CIBC] [.28, .52]), to moderate (M; B = .35, 95% CIBC [.26, .46]), to high levels (+1 SD;
B = .31, 95% CIBC [.22, .41]). Findings are interpreted as supporting the idea that controlling
coach behavior abates the internalization of mastery values, thereby undermining the relationship
between the coach-created mastery climate and players’ competence satisfaction.
for the relationship between a mastery climate, task goal orientation, and competence
satisfaction in youth soccer. Latent conditional process modeling was conducted with a sample
of 1,119 female and male youth soccer players 10–15 years of age. Results indicated that the
interaction between controlling coach behavior and coach-created mastery climate accounted
for 4% variance in task goal orientation. Furthermore, the indirect link between coach-created
mastery climate and competence, through task goal orientation, was significant at all levels of
controlling coach behavior, yet decreased from low (–1 SD; B = .40, 95% confidence interval
[CIBC] [.28, .52]), to moderate (M; B = .35, 95% CIBC [.26, .46]), to high levels (+1 SD;
B = .31, 95% CIBC [.22, .41]). Findings are interpreted as supporting the idea that controlling
coach behavior abates the internalization of mastery values, thereby undermining the relationship
between the coach-created mastery climate and players’ competence satisfaction.
Publisert i Journal of Applied Sport Psychology, 2018
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