File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1348/000709910X487023
- Scopus: eid_2-s2.0-77958583414
- PMID: 20175944
- WOS: WOS:000284740800009
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: Extending the trans-contextual model in physical education and leisure-time contexts: Examining the role of basic psychological need satisfaction
Title | Extending the trans-contextual model in physical education and leisure-time contexts: Examining the role of basic psychological need satisfaction |
---|---|
Authors | |
Issue Date | 2010 |
Publisher | The British Psychological Society. The Journal's web site is located at http://www.bps.org.uk/publications/jEP_1.cfm |
Citation | British Journal Of Educational Psychology, 2010, v. 80 n. 4, p. 647-670 How to Cite? |
Abstract | Background. The trans-contextual model (TCM) is an integrated model of motivation that aims to explain the processes by which agentic support for autonomous motivation in physical education promotes autonomous motivation and physical activity in a leisure-time context. It is proposed that perceived support for autonomous motivation in physical education is related to autonomous motivation in physical education and leisure-time contexts. Furthermore, relations between autonomous motivation and the immediate antecedents of intentions to engage in physical activity behaviour and actual behaviour are hypothesized. Aims. The purpose of the present study was to incorporate the constructs of basic psychological need satisfaction in the TCM to provide a more comprehensive explanation of motivation and demonstrate the robustness of the findings of previous tests of the model that have not incorporated these constructs. Sample. Students (N = 274) from Greek secondary schools. Method. Participants completed self-report measures of perceived autonomy support, autonomous motivation, and basic psychological need satisfaction in physical education. Follow-up measures of these variables were taken in a leisure-time context along with measures of attitudes, subjective norms, perceived behavioural control (PBC), and intentions from the theory of planned behaviour 1 week later. Self-reported physical activity behaviour was measured 4 weeks later. Results. Results supported TCM hypotheses. Basic psychological need satisfaction variables uniquely predicted autonomous motivation in physical education and leisure time as well as the antecedents of intention, namely, attitudes, and PBC. The basic psychological need satisfaction variables also mediated the effects of perceived autonomy support on autonomous motivation in physical education. © 2010 The British Psychological Society. |
Persistent Identifier | http://hdl.handle.net/10722/161372 |
ISSN | 2023 Impact Factor: 3.1 2023 SCImago Journal Rankings: 1.738 |
ISI Accession Number ID | |
References |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Barkoukis, V | en_US |
dc.contributor.author | Hagger, MS | en_US |
dc.contributor.author | Lambropoulos, G | en_US |
dc.contributor.author | Tsorbatzoudis, H | en_US |
dc.date.accessioned | 2012-08-24T08:30:57Z | - |
dc.date.available | 2012-08-24T08:30:57Z | - |
dc.date.issued | 2010 | en_US |
dc.identifier.citation | British Journal Of Educational Psychology, 2010, v. 80 n. 4, p. 647-670 | en_US |
dc.identifier.issn | 0007-0998 | en_US |
dc.identifier.uri | http://hdl.handle.net/10722/161372 | - |
dc.description.abstract | Background. The trans-contextual model (TCM) is an integrated model of motivation that aims to explain the processes by which agentic support for autonomous motivation in physical education promotes autonomous motivation and physical activity in a leisure-time context. It is proposed that perceived support for autonomous motivation in physical education is related to autonomous motivation in physical education and leisure-time contexts. Furthermore, relations between autonomous motivation and the immediate antecedents of intentions to engage in physical activity behaviour and actual behaviour are hypothesized. Aims. The purpose of the present study was to incorporate the constructs of basic psychological need satisfaction in the TCM to provide a more comprehensive explanation of motivation and demonstrate the robustness of the findings of previous tests of the model that have not incorporated these constructs. Sample. Students (N = 274) from Greek secondary schools. Method. Participants completed self-report measures of perceived autonomy support, autonomous motivation, and basic psychological need satisfaction in physical education. Follow-up measures of these variables were taken in a leisure-time context along with measures of attitudes, subjective norms, perceived behavioural control (PBC), and intentions from the theory of planned behaviour 1 week later. Self-reported physical activity behaviour was measured 4 weeks later. Results. Results supported TCM hypotheses. Basic psychological need satisfaction variables uniquely predicted autonomous motivation in physical education and leisure time as well as the antecedents of intention, namely, attitudes, and PBC. The basic psychological need satisfaction variables also mediated the effects of perceived autonomy support on autonomous motivation in physical education. © 2010 The British Psychological Society. | en_US |
dc.language | eng | en_US |
dc.publisher | The British Psychological Society. The Journal's web site is located at http://www.bps.org.uk/publications/jEP_1.cfm | en_US |
dc.relation.ispartof | British Journal of Educational Psychology | en_US |
dc.subject.mesh | Adolescent | en_US |
dc.subject.mesh | Attitude | en_US |
dc.subject.mesh | Female | en_US |
dc.subject.mesh | Greece | en_US |
dc.subject.mesh | Humans | en_US |
dc.subject.mesh | Intention | en_US |
dc.subject.mesh | Internal-External Control | en_US |
dc.subject.mesh | Leisure Activities - Psychology | en_US |
dc.subject.mesh | Male | en_US |
dc.subject.mesh | Models, Educational | en_US |
dc.subject.mesh | Models, Psychological | en_US |
dc.subject.mesh | Motivation | en_US |
dc.subject.mesh | Physical Education And Training - Methods | en_US |
dc.subject.mesh | Social Environment | en_US |
dc.title | Extending the trans-contextual model in physical education and leisure-time contexts: Examining the role of basic psychological need satisfaction | en_US |
dc.type | Article | en_US |
dc.identifier.email | Hagger, MS:martin.hagger@nottingham.ac.uk | en_US |
dc.identifier.authority | Hagger, MS=rp01644 | en_US |
dc.description.nature | link_to_subscribed_fulltext | en_US |
dc.identifier.doi | 10.1348/000709910X487023 | en_US |
dc.identifier.pmid | 20175944 | - |
dc.identifier.scopus | eid_2-s2.0-77958583414 | en_US |
dc.relation.references | http://www.scopus.com/mlt/select.url?eid=2-s2.0-77958583414&selection=ref&src=s&origin=recordpage | en_US |
dc.identifier.volume | 80 | en_US |
dc.identifier.issue | 4 | en_US |
dc.identifier.spage | 647 | en_US |
dc.identifier.epage | 670 | en_US |
dc.identifier.isi | WOS:000284740800009 | - |
dc.publisher.place | United Kingdom | en_US |
dc.identifier.scopusauthorid | Barkoukis, V=6603016227 | en_US |
dc.identifier.scopusauthorid | Hagger, MS=6602134841 | en_US |
dc.identifier.scopusauthorid | Lambropoulos, G=36600519900 | en_US |
dc.identifier.scopusauthorid | Tsorbatzoudis, H=6603007320 | en_US |
dc.identifier.citeulike | 8047456 | - |
dc.identifier.issnl | 0007-0998 | - |