Scholarship status, controlling coaching behavior, and intrinsic motivation in collegiate swimmers: A test of cognitive evaluation theory.

Abstract

The purpose of this study was to test the potential moderating role of perceived controlling coaching behavior on the relationship of scholarship status to perceived competence and autonomy and, indirectly, intrinsic motivation in collegiate Division I swimmers. Simultaneously, we tested the mediating roles of perceived competence and autonomy in the relationships of scholarship status and perceived controlling coaching behavior to intrinsic motivation. NCAA Division I male and female swimmers (N 162) in the United States were administered a questionnaire containing measures of all study variables. The results of path analysis revealed a significant interaction between scholarship status and perceived controlling coaching behavior predicting perceived competence ( .26). In addition, the results indicated a significant negative relationship between perceived controlling coaching behavior and perceived autonomy ( .25), and a significant indirect relationship between perceived controlling coaching behavior and intrinsic motivation (R 2 .22), partially supporting the mediation model. The present findings provide additional support for cognitive evaluation theory and the importance of considering interactions between scholarship status and various aspects of the social context of sport in predicting perceptions of competence and autonomy, and intrinsic motivation. The findings expand the literature on the way scholarships function within the context of the coach‐athlete relationship, providing new information on how coaches may impact their athletes’ motivation.

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