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Article: The Processes by Which Perceived Autonomy Support in Physical Education Promotes Leisure-Time Physical Activity Intentions and Behavior: A Trans-Contextual Model

TitleThe Processes by Which Perceived Autonomy Support in Physical Education Promotes Leisure-Time Physical Activity Intentions and Behavior: A Trans-Contextual Model
Authors
Issue Date2003
PublisherAmerican Psychological Association. The Journal's web site is located at http://www.apa.org/journals/edu.html
Citation
Journal Of Educational Psychology, 2003, v. 95 n. 4, p. 784-795 How to Cite?
AbstractThe trans-contextual model proposes that young people's perceived autonomy support in physical education will affect their perceived locus of causality, intentions, and physical activity behavior in leisure time. High school students completed measures of perceived autonomy support and perceived locus of causality in physical education. One week later, participants' perceived locus of causality and constructs from the theory of planned behavior were assessed in leisure time. Leisure-time physical activity behavior was measured 5 weeks later. Perceived autonomy support in physical education affected leisure-time physical activity directly and indirectly through a motivational sequence involving internal perceived locus of causality, attitudes, perceived behavioral control, and intentions. Results support the trans-contextual model indicating that perceived autonomy support in an educational context influences motivation in a leisure-time context.
Persistent Identifierhttp://hdl.handle.net/10722/161302
ISSN
2015 Impact Factor: 3.256
2015 SCImago Journal Rankings: 2.828
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorHagger, MSen_US
dc.contributor.authorCulverhouse, Ten_US
dc.contributor.authorChatzisarantis, NLDen_US
dc.contributor.authorBiddle, SJHen_US
dc.date.accessioned2012-08-24T08:30:25Z-
dc.date.available2012-08-24T08:30:25Z-
dc.date.issued2003en_US
dc.identifier.citationJournal Of Educational Psychology, 2003, v. 95 n. 4, p. 784-795en_US
dc.identifier.issn0022-0663en_US
dc.identifier.urihttp://hdl.handle.net/10722/161302-
dc.description.abstractThe trans-contextual model proposes that young people's perceived autonomy support in physical education will affect their perceived locus of causality, intentions, and physical activity behavior in leisure time. High school students completed measures of perceived autonomy support and perceived locus of causality in physical education. One week later, participants' perceived locus of causality and constructs from the theory of planned behavior were assessed in leisure time. Leisure-time physical activity behavior was measured 5 weeks later. Perceived autonomy support in physical education affected leisure-time physical activity directly and indirectly through a motivational sequence involving internal perceived locus of causality, attitudes, perceived behavioral control, and intentions. Results support the trans-contextual model indicating that perceived autonomy support in an educational context influences motivation in a leisure-time context.en_US
dc.languageengen_US
dc.publisherAmerican Psychological Association. The Journal's web site is located at http://www.apa.org/journals/edu.htmlen_US
dc.relation.ispartofJournal of Educational Psychologyen_US
dc.titleThe Processes by Which Perceived Autonomy Support in Physical Education Promotes Leisure-Time Physical Activity Intentions and Behavior: A Trans-Contextual Modelen_US
dc.typeArticleen_US
dc.identifier.emailHagger, MS:martin.hagger@nottingham.ac.uken_US
dc.identifier.authorityHagger, MS=rp01644en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1037/0022-0663.95.4.784en_US
dc.identifier.scopuseid_2-s2.0-0345581709en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0345581709&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume95en_US
dc.identifier.issue4en_US
dc.identifier.spage784en_US
dc.identifier.epage795en_US
dc.identifier.isiWOS:000186640500010-
dc.publisher.placeUnited Statesen_US
dc.identifier.scopusauthoridHagger, MS=6602134841en_US
dc.identifier.scopusauthoridCulverhouse, T=6504831733en_US
dc.identifier.scopusauthoridChatzisarantis, NLD=6602156578en_US
dc.identifier.scopusauthoridBiddle, SJH=7004885406en_US

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