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Article: How students' perceptions of teachers' autonomy-supportive behaviours affect physical activity behaviour: An application of the trans-contextual model

TitleHow students' perceptions of teachers' autonomy-supportive behaviours affect physical activity behaviour: An application of the trans-contextual model
Authors
KeywordsPerceived Autonomy Support
Physical Activity
Physical Education
Trans-Contextual Model
Issue Date2008
PublisherTaylor & Francis Ltd. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/17461391.asp
Citation
European Journal Of Sport Science, 2008, v. 8 n. 4, p. 193-204 How to Cite?
AbstractThe aim of this study was to assess a modified version of the trans-contextual model (Hagger, Chatzisarantis, Culverhouse, & Biddle, 2003) based on self-determination theory (Deci & Ryan, 1985) and the theory of planned behaviour (Ajzen, 1985). The modified version included two additional components: use of learning strategies and positive general feedback. It was hypothesized that students' perceptions of how they use learning strategies taught by their physical education (PE) teachers and perceived positive general feedback would influence students' intrinsic motivation, intentions, and physical activity behaviour in a leisure-time context through intrinsic motivation in PE. A structural equation model supported the hypotheses and demonstrated that the use of learning strategies and perceived positive general feedback in PE indirectly influenced intrinsic motivation in leisure time through the effect of intrinsic motivation in PE. There was a direct effect of perceived positive general feedback on physical activity behaviour as well as an indirect effect through the motivational sequence.
Persistent Identifierhttp://hdl.handle.net/10722/161341
ISSN
2015 Impact Factor: 1.785
2015 SCImago Journal Rankings: 0.714
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorPihu, Men_US
dc.contributor.authorHein, Ven_US
dc.contributor.authorKoka, Aen_US
dc.contributor.authorHagger, MSen_US
dc.date.accessioned2012-08-24T08:30:46Z-
dc.date.available2012-08-24T08:30:46Z-
dc.date.issued2008en_US
dc.identifier.citationEuropean Journal Of Sport Science, 2008, v. 8 n. 4, p. 193-204en_US
dc.identifier.issn1746-1391en_US
dc.identifier.urihttp://hdl.handle.net/10722/161341-
dc.description.abstractThe aim of this study was to assess a modified version of the trans-contextual model (Hagger, Chatzisarantis, Culverhouse, & Biddle, 2003) based on self-determination theory (Deci & Ryan, 1985) and the theory of planned behaviour (Ajzen, 1985). The modified version included two additional components: use of learning strategies and positive general feedback. It was hypothesized that students' perceptions of how they use learning strategies taught by their physical education (PE) teachers and perceived positive general feedback would influence students' intrinsic motivation, intentions, and physical activity behaviour in a leisure-time context through intrinsic motivation in PE. A structural equation model supported the hypotheses and demonstrated that the use of learning strategies and perceived positive general feedback in PE indirectly influenced intrinsic motivation in leisure time through the effect of intrinsic motivation in PE. There was a direct effect of perceived positive general feedback on physical activity behaviour as well as an indirect effect through the motivational sequence.en_US
dc.languageengen_US
dc.publisherTaylor & Francis Ltd. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/17461391.aspen_US
dc.relation.ispartofEuropean Journal of Sport Scienceen_US
dc.subjectPerceived Autonomy Supporten_US
dc.subjectPhysical Activityen_US
dc.subjectPhysical Educationen_US
dc.subjectTrans-Contextual Modelen_US
dc.titleHow students' perceptions of teachers' autonomy-supportive behaviours affect physical activity behaviour: An application 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.doi10.1080/17461390802067679en_US
dc.identifier.scopuseid_2-s2.0-46649089534en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-46649089534&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume8en_US
dc.identifier.issue4en_US
dc.identifier.spage193en_US
dc.identifier.epage204en_US
dc.identifier.isiWOS:000257027400003-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridPihu, M=16023095000en_US
dc.identifier.scopusauthoridHein, V=6603362315en_US
dc.identifier.scopusauthoridKoka, A=8543636800en_US
dc.identifier.scopusauthoridHagger, MS=6602134841en_US
dc.identifier.citeulike3114962-

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