Thomas Mangor Jørgensen

• Jørgensen, Thomas Mangor; Abrahamsen, Frank Eirik & Gjesdal, Siv (2026). Coach- and Peer-Created Motivational Climate Profiles in Youth Sport: Associations With Enjoyment and Intentions to Continue. European Journal of Sport Science (EJSS). ISSN 1746-1391. 26(9). doi: 10.1002/ejsc.70229. Fulltekst i vitenarkiv
• Gjesdal, Siv; Jørgensen, Thomas Mangor & Bjørndal, Christian Thue (2026). Longitudinal changes in basic psychological needs and performance perceptions in specialized sport schools at the lower secondary level. Psychology of Sport And Exercise. ISSN 1469-0292. 87, s. 1–10. doi: 10.1016/j.psychsport.2026.103238. Fulltekst i vitenarkiv Vis sammendrag

  Self-determination theory (SDT) provides a valuable framework for understanding psychosocial environments within specialized sport schools. This study examined the development of satisfaction with the needs for autonomy (i.e. volition, locus of causality and choice), competence, and relatedness, along with perceived performance, among students in specialized sports schools at the lower secondary level. A total of 239 sport school students (39.3% female, 2.9% other) reported their need satisfaction each fall and spring semester across three years. Using latent growth curve modeling, the findings revealed a complex pattern: while average levels of basic psychological need satisfaction remained relatively stable, perceived performance showed a modest decline over time. In addition, there was significant individual variability in change over time for the three basic psychological needs. Higher initial levels of need satisfaction were associated with higher initial perceived performance, and those with greater perceived performance exhibited more stability in their perceived locus of causality. Notably, perceived performance was positively linked to competence satisfaction, while its association with relatedness reflected stable between-person differences rather than developmental trends. Gender differences also emerged, as boys reported higher competence satisfaction and more positive changes in perceived locus of causality and relatedness over time. However, the trajectories of competence satisfaction and perceived performance were similar for both genders. These findings underscore the nuanced interplay between basic psychological needs and performance perceptions, highlighting the importance of individual variability and gender differences in shaping sport school student’ experiences.

• Jørgensen, Thomas Mangor; Erickson, Karl; Abrahamsen, Frank Eirik & Gjesdal, Siv (2026). Changes in perceptions of coach- and peer-created motivational climates during the children-to-youth sport transition. Journal of Applied Sport Psychology. ISSN 1041-3200. doi: 10.1080/10413200.2026.2661050. Fulltekst i vitenarkiv
• Jørgensen, Thomas Mangor; Abrahamsen, Frank Eirik & Gjesdal, Siv (2025). Young athletes’ social goals during the children-to-youth sport transition: A latent profile and latent transition analysis. Journal of Sports Sciences. ISSN 0264-0414. 44(2), s. 232–249. doi: 10.1080/02640414.2025.2575416. Fulltekst i vitenarkiv Vis sammendrag

  While the social aspect of sports is considered crucial for participation, the influence of social goals in motivating young athletes remains relatively unexplored. This study examined social goal profiles and their stability during Norway’s children-to-youth sport transition (CYT). This transition represents a shift towards a more performance-driven environment, which may cause changes in athletes’ motivation. We explored associations between social goal profiles and gender, expectations of success, and intention to continue. 329 athletes, aged 11–13, completed questionnaires before and after the transition. Using latent profile analysis, we identified three distinct social goal profiles: low, moderate, and high motivation through social goals. Latent transition analysis revealed substantial instability in profile membership across CYT. However, athletes in the high social goals profile demonstrated the greatest stability (39%), membership turnout (T1 = 68.8%, T2 = 44%), and higher expectations of success across both time points (X2 p < .05). Notably, gender did not predict membership in any profile, suggesting that social goal patterns are similar for boys and girls. No differences in intentions to continue were found across profiles. These findings enhance our understanding of social motivation in young athletes, emphasising the dynamic nature of social goals during CYT.

• Jørgensen, Thomas Mangor; Gjesdal, Siv & Abrahamsen, Frank Eirik (2024). Understanding enjoyment within the context of the children-to-youth sport transition in Norwegian soccer: A mixed methods study. Psychology of Sport And Exercise. ISSN 1469-0292. 75. doi: 10.1016/j.psychsport.2024.102723. Fulltekst i vitenarkiv Vis sammendrag

  Enjoyment has emerged as a critical factor in understanding dropout and participation in the Norwegian youth soccer context (Persson et al., 2020; Solstad et al., 2022). Moreover, the children-to-youth sport transition within this context represents a shift in underlying values and aims (Hjelseth, 2016). The purpose of this mixed methods study was thus to investigate youth soccer players’ enjoyment within the children-to-youth sport transition context. The quantitative phase consisted of 214 soccer players (28.2 % girls, Mage = 12.56 years) who completed a questionnaire, and structural equation modeling was used to analyze the data. The quantitative data informed the selection of participants for qualitative interviews in the next phase. A total of 10 soccer players (6 boys and 4 girls) who had reported different levels of enjoyment were interviewed. Coding reliability thematic analysis was applied to analyze the qualitative data. The results indicated that expectation of success and the mastery-approach goal had a positive relationship with enjoyment. The qualitative data further revealed that love for the sport, being with friends, and learning and mastery were sources of enjoyment for the players. A key finding was that players experienced increased seriousness in the transition, which may have a negative impact on their enjoyment. In conclusion, coaches should emphasize players’ expectations of success, learning, and intrapersonal mastery, while creating a team culture that values friendship and passion for the sport. These strategies can enhance enjoyment, potentially sustaining youth participation in soccer during the children-to-youth sport transition.

• Olsen, Thomas Mangor Jørgensen & Mehus, Ingar (2022). Students’ Performance in Physical Education: The Role of Differential Achievement Goals and Self-Regulated Learning. Education Sciences. 12(2). doi: 10.3390/educsci12020142. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this study was to examine the relationship between differential achievement goals and self-regulated learning, as well as motivational mechanisms’ consequences for performance in physical education. This was done by using the 2 × 2 achievement goals framework, and the cyclical model for self-regulated learning. The participants (N = 571, 51.7% girls) were physical education students in grades 11–13 from two upper secondary schools in Norway. A cross-sectional questionnaire was conducted, and data were analysed with a multiple-regression-based structural equation model. The modified structural model yielded an adequate fit (X2 = [df = 124] 429.79, p < 0.01; RMSEA = 0.07; CFI = 0.93), and results revealed that achievement goals have consequences for students’ self-regulation in physical education. More specifically, mastery goals have a positive association with self-regulation, whereas performance avoidance is found to have a negative association. Further, the results support claims that self-regulated learning plays a role in students’ performance. Finally, the model showed that self-regulation mediates the relationship between mastery approach goals and performance avoidance goals in relation to performance.

Se alle arbeider i NVA