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1.
Purposes: This study applies the self-determination theory (SDT) to test the hypothesized relationships among perceived autonomy support from parents, physical education (PE) teachers, and peers, the fulfilment of psychological needs (i.e., autonomy, competence, and relatedness), autonomous motivation, and leisure-time physical activity of Chinese adolescents. Method: There are 255 grade six to eight student participants from four middle schools around Shanghai, China included in this study. An accelerometer was used to measure the moderate-to-vigorous physical activity (MVPA). The participants completed the questionnaires regarding SDT variables. The structural equation modelling was applied to examine the hypothesized relationships among the study variables. Results: The model of hypothesized relationships demonstrated a good fit with the data [X2?=?20.84, df?=?9, P?=?.01; CFI?=?0.98; IFI?=?0.98; SRMR?=?0.04; RMSEA?=?0.05]. The findings revealed that autonomy support from parents, PE teachers, and peers foster social conditions in which the three basic psychological needs can be met. In turn, autonomy, competence, and relatedness are positively associated with autonomous motivation for MVPA. The autonomous motivation positively relates to the MVPA time of adolescents. The three psychological needs partially mediate the influence of autonomy support from parents (β?=?0.18, P?<?.01; Bootstrap 95% CI?=?0.06–0.33) and teachers (β?=?0.17, P?<?.01; Bootstrap 95% CI?=?0.03–0.26) in the autonomous motivation. Conclusion: In conclusion, these findings support the applicability of SDT in understanding and promoting physical activity of Chinese adolescents.  相似文献   

2.
With the assumption that domain specificity would significantly influence students' motivation, our study was designed to investigate between- and within-domain relations of task value, perceived autonomy and competence, and achievement goal orientations across physical education and mathematics. Urban adolescents (N = 273, ages 12-14 years) completed questionnaires assessing these motivational constructs in both subjects. Based on our confirmatory factor analyses and fit indexes, all motivational constructs demonstrated strong subject specificity. Strengths of associations between physical education and mathematics differed by individual motivational constructs. Within-domain interrelations of these constructs were not consistent across physical education and mathematics. Our findings suggest that domain specificity in physical education plays a significant role in students' motivation.  相似文献   

3.
This study examined adolescent leisure-time physical activity correlates using the expectancy-value (EV) model. Adolescents (N = 857) completed questionnaires to assess competence and value self-perceptions, social influences, and physical activity. Direct and indirect effects of self-perceptions and parent and best friend influences on physical activity were explored using structural equation modeling. Measurement models were a good fit to the data and gender invariance was supported. The structural mediation model was a reasonable fit to the data, whereby the indirect effects of parents and peers and the direct effects of competence beliefs and values together accounted for 49% of the variance in physical activity. In this model, the pattern of relationships was similar for adolescent males and females. Findings supporting the EV model provide theoretical and practical implications for understanding adolescent physical activity.  相似文献   

4.
Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education.  相似文献   

5.
Influence from parents and friends on adolescents' self-reported level of leisure-time physical activity was examined through measures of (a) perceived leisure-time physical activity of parents and best friend, (b) perceived direct support for physical activity from parents and friends, (c) direct help from parents in exercising vigorously, and (d) perceived value of physical activity of parents and friends. The present analysis included 904 students in western Norway (M age 13.3 years, SD 0.3) who took part in a health behavior survey, which included questions regarding physical activity. Students completed a confidential questionnaire at school. All four measures of influence were positively related to students' activity levels. None of the examined measures was clearly stronger than the other. Parental and peer physical activity level and parental and peer support for physical activity seem to influence the reported physical activity level of the respondents. The findings indicate that, by serving as models and supporters, significant others have an important impact in promoting physical activity in young adolescents.  相似文献   

6.
The aim of the present study was to assess the influence of self-efficacy and past behaviour on young people's physical activity intentions using an augmented version of Ajzen's Theory of Planned Behaviour. We hypothesized that self-efficacy would exhibit discriminant validity with perceived behavioural control and explain unique variance in young people's intentions to participate in physical activity. We also expected that past physical activity behaviour would attenuate the influence of attitude, subjective norms, perceived behavioural control and self-efficacy on intention. The sample comprised 1,152 young people aged 13.5 +/- 0.6 years (mean +/- s) who completed inventories assessing their physical activity intentions, attitudes, subjective norms, perceived behavioural control, self-efficacy and past physical activity behaviour. A confirmatory factor analysis demonstrated that the constructs of the Theory of Planned Behaviour achieved discriminant validity. Furthermore, the measures of attitudes, subjective norms, perceived behavioural control and self-efficacy were significantly related to their respective belief-based measures, supporting the concurrent validity of the measures of the Theory of Planned Behaviour. A non-standard structural equation model demonstrated that attitude and self-efficacy were strong predictors of physical activity intention, but perceived behavioural control and subjective norms were not. Self-efficacy attenuated the influence of attitudes and perceived behavioural control on intention. Past behaviour predicted intention directly and indirectly through self-efficacy and attitude. The present findings demonstrate that young people with positive attitudes and high self-efficacy are more likely to form intentions to participate in physical activity. Furthermore, controlling for past physical activity behaviour revealed that the unique effects of self-efficacy and attitudes on young people's physical activity intentions were unaltered.  相似文献   

7.
The aim of the present study was to assess the influence of self-efficacy and past behaviour on young people's physical activity intentions using an augmented version of Ajzen's Theory of Planned Behaviour. We hypothesized that self-efficacy would exhibit discriminant validity with perceived behavioural control and explain unique variance in young people's intentions to participate in physical activity. We also expected that past physical activity behaviour would attenuate the influence of attitude, subjective norms, perceived behavioural control and self-efficacy on intention. The sample comprised 1152 young people aged 13.5 - 0.6 years (mean - s ) who completed inventories assessing their physical activity intentions, attitudes, subjective norms, perceived behavioural control, self-efficacy and past physical activity behaviour. A confirmatory factor analysis demonstrated that the constructs of the Theory of Planned Behaviour achieved discriminant validity. Furthermore, the measures of attitudes, subjective norms, perceived behavioural control and self-efficacy were significantly related to their respective belief-based measures, supporting the concurrent validity of the measures of the Theory of Planned Behaviour. A non-standard structural equation model demonstrated that attitude and self-efficacy were strong predictors of physical activity intention, but perceived behavioural control and subjective norms were not. Self-efficacy attenuated the influence of attitudes and perceived behavioural control on intention. Past behaviour predicted intention directly and indirectly through self-efficacy and attitude. The present findings demonstrate that young people with positive attitudes and high self-efficacy are more likely to form intentions to participate in physical activity. Furthermore, controlling for past physical activity behaviour revealed that the unique effects of self-efficacy and attitudes on young people's physical activity intentions were unaltered.  相似文献   

8.
In the present study, we used a model of motivation grounded in self-determination theory (Deci & Ryan, 1985, 1991; Ryan & Deci, 2000a, 2000b, 2002) to examine the relationship between physical education (PE) students' motivational processes and ratings of their effort and persistence as provided by their PE teacher. Data were obtained from 394 British secondary school students (204 boys, 189 girls, 1 gender not specified; M age = 11.97 years; SD = .89; range = 11-14 years) who responded to a multisection inventory (tapping autonomy-support, autonomy, competence, relatedness, and self-determined motivation). The students' respective PE teachers subsequently provided ratings reflecting the effort and persistence each student exhibited in their PE classes. The hypothesized relationships among the study variables were examined via structural equation modeling analysis using latent factors. Results of maximum likelihood analysis using the bootstrapping method revealed the proposed model demonstrated a good fit to the data, chi-squared (292) = 632.68, p < .001; comparative fit index = .95; incremental fit index = .95, standardized root mean square residual = .077; root mean square error of approximation (RMSEA) = .054 (90% confidence interval of RMSEA = .049 -.060). Specifically, the model showed that students who perceived an autonomy supportive environment experienced greater levels of autonomy, competence, and relatedness and had higher scores on an index of self-determination. Student-reported levels of self-determined motivation positively predicted teacher ratings of effort and persistence in PE. The findings are discussed with regard to enhancing student motivation in PE settings.  相似文献   

9.
In this study, we examined the patterns of goal orientations, perceived competence, reasons for behaving well and self-reported discipline in school physical education among 511 pupils from years 8 and 9 (mean age 14.2 years). Cluster analyses were conducted on two randomly split subsamples to identify homogeneous groups of pupils on these measures of achievement motivation and discipline. Three meaningful clusters emerged for the first subsample, which were then cross-validated for the second subsample. One group of pupils revealed low scores on task and ego orientations, perceived competence and feelings of self-determination about their behaviour in lessons. These perceptions were related to lower ratings of discipline in physical education than pupils who scored more highly on these variables. The highest discipline scores were reported by pupils with high task and ego orientations, perceived competence and feelings of autonomy. The results are useful for teachers and other physical activity leaders in enhancing motivation and disciplined behaviour in young people. Promoting more self-determined reasons for being disciplined, for example, could lead to more orderly classes.  相似文献   

10.
In this study, we examined the patterns of goal orientations, perceived competence, reasons for behaving well and self-reported discipline in school physical education among 511 pupils from years 8 and 9 (mean age 14.2 years). Cluster analyses were conducted on two randomly split subsamples to identify homogeneous groups of pupils on these measures of achievement motivation and discipline. Three meaningful clusters emerged for the first subsample, which were then cross-validated for the second subsample. One group of pupils revealed low scores on task and ego orientations, perceived competence and feelings of self-determination about their behaviour in lessons. These perceptions were related to lower ratings of discipline in physical education than pupils who scored more highly on these variables. The highest discipline scores were reported by pupils with high task and ego orientations, perceived competence and feelings of autonomy. The results are useful for teachers and other physical activity leaders in enhancing motivation and disciplined behaviour in young people. Promoting more self-determined reasons for being disciplined, for example, could lead to more orderly classes.  相似文献   

11.
Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants' well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas a motivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings.  相似文献   

12.
This prospective study was designed to investigate the influence of high students' perceived teacher autonomy support in mandatory physical education on their intention and actual enrollment in elective physical education. Participants included 545 ninth-grade students enrolled in three suburban high schools in a major midwestern metropolitan area. A series of hypothesized models related to autonomy support within the Theory of Planned Behavior were tested. Structural equation modeling results demonstrated that perceived autonomy support provided by teachers in mandatory physical education could predict elective physical education enrollment indirectly via the mediation of attitudes and intention in the Theory of Planned Behavior Providing support for students' autonomy in physical education may hold potential promise for enhancing their future physical activity engagement.  相似文献   

13.
运用文献资料、问卷调查、数理统计等方法，对西安市部分高校学生参加余暇体育活动的动机、活动方式、时间、场地器材以及影响大学生参加余暇体育的因素等情况进行调查与分析。结果显示：西安市高校学生余暇体育活动呈现出健身、社交、娱乐等多元化特征，且已成为学校体育教学的延续和补充，并对现代教育教学改革提供了一定的参考。  相似文献   

14.
PurposeGrounded in self-determination theory (SDT), the present study tested how students’ perceptions of autonomy support from physical education teachers predicts objectively measured moderate-to-vigorous physical activity (MVPA) of adolescents. According to SDT, it was expected that psychological needs and autonomous and controlled forms of motivation would mediate these relationships.MethodsStudents (n = 397) aged from 11 to 15 years in 17 different schools filled in questionnaires regarding SDT variables. In addition, objective MVPA was measured using an accelerometer (ActiGraph GT3X; ActiGraph, Pensacola, FL, USA) for 7 days. Structural equation modelling was used to examine the hypothesized relationships among the study variables.ResultsThe theory-based model showed a good fit with the data: χ2 = 642.464, df = 257; comparative fit index = 0.932; non-normed fit index = 0.921; root mean square error of approximation = 0.062; root mean square error of approximation 90% confidence interval: 0.054–0.067. As hypothesized, there was a significant and positive direct relationship between autonomy support and need satisfaction (β = 0.81, p = 0.001). In turn, need satisfaction positively predicted intrinsic motivation (β = 0.86, p = 0.001). Intrinsic motivation was positively related to MVPA (β = 0.29, p = 0.009). A significant indirect effect (β = 0.20, p = 0.004) supported the mediating role of psychological need satisfaction and intrinsic motivation in the relationship between perceived autonomy support and objectively measured MVPA.ConclusionThe findings of the current study support the applicability of the SDT-based model in explaining the antecedents of objectively measured MVPA of adolescents. To enhance adolescents’ daily MVPA, special focus should be put on increasing their intrinsic motivation toward physical education.  相似文献   

15.
The study aim was to examine constructs of autonomy support and competence as well as the motivation continuum from the self-determination theory (SDT) as a framework for understanding physical activity (PA) motivation and behavior in breast cancer survivors. Questionnaires assessing demographics, medical factors, PA, motivation continuum, perceived autonomy support, and competence were completed by 558 breast cancer survivors. Results showed that lymphedema (chi2 = 7.9, p < .01) (chi2 = 4.6, p < .05) were associated with meeting PA guidelines. Moreover, survivors meeting PA guidelines reported more identified regulations and intrinsic motivation (p < .01), autonomy support (p < .01), and competence (p < .01). Forced entry hierarchical regression analysis showed that SDT constructs explained 20.2% (p < .01) of the PA variance. Significant independent SDT predictors included identified regulation (Beta = .14, p < .05) and competence (Beta = .23, p < .01), with autonomy support approaching significance (Beta = .9, p = .057). SDT may be a useful model for understanding PA motivation and behavior in breast cancer survivors.  相似文献   

16.
本研究旨在考察体育教学中中学生的具体情境能力(自我效能感)、环境能力(能力信念)和整体能力(认知体能),对心肺功能、课堂身体活动水平和毅力/努力的预测效应。研究对象为217名中学生,每隔一天进行一堂40分钟的体育课。研究通过沿用已久的调查问卷评价学生在体育课中的自我效能感、能力信念、认知能力信念和毅力/努力,使用计步器测量课堂身体活动水平,以及采用递增速度有氧耐力跑测试其心肺功能。通过相关分析,得出能力信念与三项指标显著相关:首先,运用回归分析得出自我效能感对中学生心肺功能影响显著,此结果也反映出中学生课堂的身体活动水平。其次能力信念与中学生的毅力/努力呈显著相关。因此自我效能感是中学生心肺功能和身体活动水平的主要影响因素,而能力信念对中学生毅力/努力的作用最为显著。  相似文献   

17.
The purpose of our investigation was to examine determinants of teachers' intentions to teach physically active physical education classes (i.e., spend at least 50% of class time with the students engaged in moderate to vigorous physical activity). Based on the theory of planned behavior, a model was examined hypothesizing that teachers' intentions were determined by subjective norm, attitude, and perceived behavioral control. Grounded in self-efficacy theory, it was hypothesized that program goal importance and hierarchical and barrier self-efficacy would also predict intention. Using a series of hierarchical regression analyses, the theory of planned behavior was supported by accounting for 59% of the variance in intention due to attitude, perceived behavioral control, and subjective norm. Self-efficacy theory based variables received minimal support.  相似文献   

18.
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19.
Physical activity is beneficial at all stages of life, and has been linked as a protective factor from obesity, and other chronic health conditions. Despite the benefits of physical activity, less than half of US children meet the current recommendations, and activity levels decline with age. When planning physical activity interventions, behavioural theories should be utilised, given the inherent benefits theory-based approaches possess. The purpose of this study was to investigate how constructs of the Integrative Theoretical Model (IM) are associated with physical activity and screen time among children (9 years ±1.2; n = 264). Using structural equation modeling, a final model proved to have a good fit (CFI = 0.989; TLI = 0.975; RMSEA = 0.043), and results indicated intentions and perceived behavioural control (PBC) explained 19.4% of the variance for physical activity, and attitudes, perceived norms, and PBC accounted for 62% of the variance of intentions. Furthermore, attitudes and perceived norms were negatively associated with total screen time, and accounted for 10% of the variance. Results suggest that IM is a useful framework for explaining physical activity and screen time among children.  相似文献   

20.
This article examines the latest thinking about autonomy-supportive climates within physical education. The basis for the inclusion of these climates are self-determination and achievement goal theories which suggest that a teacher's motivating style towards students can be conceptualised along a continuum that ranges from highly controlling to highly autonomy supportive. In general, autonomy-supportive teachers facilitate, whereas controlling teachers interfere with, the congruence between students' self-determined inner motives and their classroom activity. Drawing upon research involving interventions at pre-school, primary and secondary school levels, the paper examines how 27 studies that demonstrate providing pupils with opportunities to become self-directed leads to higher levels skill attainment, physical activity and perceived competence. Implications for curriculum, pedagogy and assessment are addressed and directions for future research are noted.  相似文献   

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