摘要：The purpose of this study was to assess perceived motivational climate in sport of the Jimma University sport science students. Cross-sectional study design was used. One hundred three sport science students of Jimma University were selected as the subjects. The perceived motivational climate in sport questionnaire (PMCSQ) was used for data collection. The collected data was analyzed using descriptive statistics, such as mean, standard deviation, and frequency was used to analyze the current existing perceived motivational status of the students in mastery and performance orientation. ANOVA was also used to test the currently perceived motivational climate status differences among first, second and third year sport science students. The level of significant was set at 0.05 levels. The result shows, most students agree on all of mastery orientation motivational climates, student agrees on performance orientation motivational climates while there is no significant difference between first, second and third year students in mastery and performance oriented motivational climates. To support the development of a mastery-oriented climate, the teacher promotes self-referenced goals, student leadership roles that include decision-making, private recognition of improvement and effort, mixed ability and cooperative groups, scores based on improvement and effort, and maximum time for task completion.
