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Article: Perceived autonomy support in physical education and leisure-time physical activity: A cross-cultural evaluation of the trans-contextual model

TitlePerceived autonomy support in physical education and leisure-time physical activity: A cross-cultural evaluation of the trans-contextual model
Authors
KeywordsPath Analysis
Self-Determination Theory
Theoretical Integration
Theory Of Planned Behavior
Issue Date2005
PublisherAmerican Psychological Association. The Journal's web site is located at http://www.apa.org/journals/edu.html
Citation
Journal Of Educational Psychology, 2005, v. 97 n. 3, p. 376-390 How to Cite?
AbstractThis study tested the replicability and cross-cultural invariance of a trans-contextual model of motivation across 4 samples from diverse cultures. The model proposes a motivational sequence in which perceived autonomy support (PAS) in physical education (PE) predicts autonomous motivation, intentions, and behavior in a leisure-time (LT) physical activity context. High-school pupils from Britain, Greece, Poland, and Singapore completed measures of PAS and autonomous motives in a PE context. Good-fitting path-analytic models supported the main hypotheses of the trans-contextual model in the British, Greek, and Singaporean samples. PAS in PE had significant total effects on autonomous motives in LT, except in the Polish sample. The effect of autonomous motives in LT on physical activity intentions and behavior was mediated by theory of planned behavior constructs in all samples. Results supported the main hypotheses of the trans-contextual model across cultures, although the effect of PAS was not pervasive in the Polish sample. Copyright 2005 by the American Psychological Association.
Persistent Identifierhttp://hdl.handle.net/10722/161310
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.authorBarkoukis, Ven_US
dc.contributor.authorChatzisarantis, NLDen_US
dc.contributor.authorJohn Wang, CKen_US
dc.contributor.authorBaranowski, Jen_US
dc.date.accessioned2012-08-24T08:30:33Z-
dc.date.available2012-08-24T08:30:33Z-
dc.date.issued2005en_US
dc.identifier.citationJournal Of Educational Psychology, 2005, v. 97 n. 3, p. 376-390en_US
dc.identifier.issn0022-0663en_US
dc.identifier.urihttp://hdl.handle.net/10722/161310-
dc.description.abstractThis study tested the replicability and cross-cultural invariance of a trans-contextual model of motivation across 4 samples from diverse cultures. The model proposes a motivational sequence in which perceived autonomy support (PAS) in physical education (PE) predicts autonomous motivation, intentions, and behavior in a leisure-time (LT) physical activity context. High-school pupils from Britain, Greece, Poland, and Singapore completed measures of PAS and autonomous motives in a PE context. Good-fitting path-analytic models supported the main hypotheses of the trans-contextual model in the British, Greek, and Singaporean samples. PAS in PE had significant total effects on autonomous motives in LT, except in the Polish sample. The effect of autonomous motives in LT on physical activity intentions and behavior was mediated by theory of planned behavior constructs in all samples. Results supported the main hypotheses of the trans-contextual model across cultures, although the effect of PAS was not pervasive in the Polish sample. Copyright 2005 by the American Psychological Association.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.subjectPath Analysisen_US
dc.subjectSelf-Determination Theoryen_US
dc.subjectTheoretical Integrationen_US
dc.subjectTheory Of Planned Behavioren_US
dc.titlePerceived autonomy support in physical education and leisure-time physical activity: A cross-cultural evaluation of the 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.doi10.1037/0022-0663.97.3.376en_US
dc.identifier.scopuseid_2-s2.0-26444534435en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-26444534435&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume97en_US
dc.identifier.issue3en_US
dc.identifier.spage376en_US
dc.identifier.epage390en_US
dc.identifier.isiWOS:000232115900006-
dc.publisher.placeUnited Statesen_US
dc.identifier.scopusauthoridHagger, MS=6602134841en_US
dc.identifier.scopusauthoridBarkoukis, V=6603016227en_US
dc.identifier.scopusauthoridChatzisarantis, NLD=6602156578en_US
dc.identifier.scopusauthoridJohn Wang, CK=8921993000en_US
dc.identifier.scopusauthoridBaranowski, J=8921993200en_US

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