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Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach
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| Zeitschriftentitel: | International Journal of Environmental Research and Public Health |
|---|---|
| Personen und Körperschaften: | , , , |
| In: | International Journal of Environmental Research and Public Health, 17, 2020, 19, S. 7258 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
MDPI AG
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| Schlagwörter: |
| author_facet |
Hutmacher, Djenna Eckelt, Melanie Bund, Andreas Steffgen, Georges Hutmacher, Djenna Eckelt, Melanie Bund, Andreas Steffgen, Georges |
|---|---|
| author |
Hutmacher, Djenna Eckelt, Melanie Bund, Andreas Steffgen, Georges |
| spellingShingle |
Hutmacher, Djenna Eckelt, Melanie Bund, Andreas Steffgen, Georges International Journal of Environmental Research and Public Health Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach Health, Toxicology and Mutagenesis Public Health, Environmental and Occupational Health |
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hutmacher, djenna |
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Hutmacher, Djenna Eckelt, Melanie Bund, Andreas Steffgen, Georges 1660-4601 MDPI AG Health, Toxicology and Mutagenesis Public Health, Environmental and Occupational Health http://dx.doi.org/10.3390/ijerph17197258 <jats:p>Previous research based on the trans-contextual model proposes that autonomous motivation in physical education (PE) is transferable to an out-of-school leisure-time (LT) context. However, only cross-sectional and unidirectional analyses have been conducted. The present study used a longitudinal design assessing N = 1681 students (M = 14.68 years) on two occasions, measuring the following constructs: perceived need for support in PE, motivational regulation during PE and LT, attitude, subjective norm, perceived behavioral control, intention, and physical activity behavior. Findings based on mixed effect models revealed that autonomy, competence, and relatedness support of the PE teacher were positively related to autonomous motivation. Moreover, similar motivational regulation types were found to significantly cross-lag across contexts. Through longitudinal mediation analyses, further support for the impact of autonomous motivation on physical activity, mediated by intention, attitude, and perceived behavioral control, was found. Suggestions for educational stakeholders regarding how to promote students’ autonomous motivation are provided.</jats:p> Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach International Journal of Environmental Research and Public Health |
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Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach |
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Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach |
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Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach |
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Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach |
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Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach |
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Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach |
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does motivation in physical education have an impact on out-of-school physical activity over time? a longitudinal approach |
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Health, Toxicology and Mutagenesis Public Health, Environmental and Occupational Health |
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http://dx.doi.org/10.3390/ijerph17197258 |
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2020 |
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7258 |
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<jats:p>Previous research based on the trans-contextual model proposes that autonomous motivation in physical education (PE) is transferable to an out-of-school leisure-time (LT) context. However, only cross-sectional and unidirectional analyses have been conducted. The present study used a longitudinal design assessing N = 1681 students (M = 14.68 years) on two occasions, measuring the following constructs: perceived need for support in PE, motivational regulation during PE and LT, attitude, subjective norm, perceived behavioral control, intention, and physical activity behavior. Findings based on mixed effect models revealed that autonomy, competence, and relatedness support of the PE teacher were positively related to autonomous motivation. Moreover, similar motivational regulation types were found to significantly cross-lag across contexts. Through longitudinal mediation analyses, further support for the impact of autonomous motivation on physical activity, mediated by intention, attitude, and perceived behavioral control, was found. Suggestions for educational stakeholders regarding how to promote students’ autonomous motivation are provided.</jats:p> |
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| description | <jats:p>Previous research based on the trans-contextual model proposes that autonomous motivation in physical education (PE) is transferable to an out-of-school leisure-time (LT) context. However, only cross-sectional and unidirectional analyses have been conducted. The present study used a longitudinal design assessing N = 1681 students (M = 14.68 years) on two occasions, measuring the following constructs: perceived need for support in PE, motivational regulation during PE and LT, attitude, subjective norm, perceived behavioral control, intention, and physical activity behavior. Findings based on mixed effect models revealed that autonomy, competence, and relatedness support of the PE teacher were positively related to autonomous motivation. Moreover, similar motivational regulation types were found to significantly cross-lag across contexts. Through longitudinal mediation analyses, further support for the impact of autonomous motivation on physical activity, mediated by intention, attitude, and perceived behavioral control, was found. Suggestions for educational stakeholders regarding how to promote students’ autonomous motivation are provided.</jats:p> |
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| spelling | Hutmacher, Djenna Eckelt, Melanie Bund, Andreas Steffgen, Georges 1660-4601 MDPI AG Health, Toxicology and Mutagenesis Public Health, Environmental and Occupational Health http://dx.doi.org/10.3390/ijerph17197258 <jats:p>Previous research based on the trans-contextual model proposes that autonomous motivation in physical education (PE) is transferable to an out-of-school leisure-time (LT) context. However, only cross-sectional and unidirectional analyses have been conducted. The present study used a longitudinal design assessing N = 1681 students (M = 14.68 years) on two occasions, measuring the following constructs: perceived need for support in PE, motivational regulation during PE and LT, attitude, subjective norm, perceived behavioral control, intention, and physical activity behavior. Findings based on mixed effect models revealed that autonomy, competence, and relatedness support of the PE teacher were positively related to autonomous motivation. Moreover, similar motivational regulation types were found to significantly cross-lag across contexts. Through longitudinal mediation analyses, further support for the impact of autonomous motivation on physical activity, mediated by intention, attitude, and perceived behavioral control, was found. Suggestions for educational stakeholders regarding how to promote students’ autonomous motivation are provided.</jats:p> Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach International Journal of Environmental Research and Public Health |
| spellingShingle | Hutmacher, Djenna, Eckelt, Melanie, Bund, Andreas, Steffgen, Georges, International Journal of Environmental Research and Public Health, Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach, Health, Toxicology and Mutagenesis, Public Health, Environmental and Occupational Health |
| title | Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach |
| title_full | Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach |
| title_fullStr | Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach |
| title_full_unstemmed | Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach |
| title_short | Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach |
| title_sort | does motivation in physical education have an impact on out-of-school physical activity over time? a longitudinal approach |
| title_unstemmed | Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach |
| topic | Health, Toxicology and Mutagenesis, Public Health, Environmental and Occupational Health |
| url | http://dx.doi.org/10.3390/ijerph17197258 |