How students’ perceptions of teachers’ autonomy‐supportive behaviours affect physical activity behaviour: an application of the trans‐contextual model

Abstract

The 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.

Predicting Consumer Purchase Intention on Fashion Products in Online Retailer: Integration of Self Determination Theory and Theory of Planned Behavior

“…The dimensions consist of autonomous motivation, integrated motivation, and identified motivation which influence consumers" purchase intention. This finding is in line with some previous researches (Hagger et al, 2003;Pihu et al, 2008;Shen et al, 2007) which reported a direct and indirect relationship of self-determination and behavioral intention in terms of health-related behavior. Self-determination can also be employed to measure consumerism, because within the indicators and dimensions of self-determination, the internalization process within the consumers can be seen.…”

The Influence of the Social Context on Students In-Class Physical Activity

“…Using a physical activity lens, research within physical education has investigated the influence of autonomy-supportive environments on PA and PA intentions based predominantly on a theoretical/conceptual framework (Fortier, Duda, Guerin, & Teixeira, 2012;Ryan et al, 2009;Teixeira, Palmeira, & Vansteenkiste, 2012) with a limited number of studies using a more scientific or research based methodology (Hagger et al, 2003(Hagger et al, , 2005Lim & Wang, 2009;Pihu et al, 2008). Each of the theoretical studies supports the notion that engaging students in a highly autonomy-supportive context can facilitate engagement in PA.…”

“…Grounded within self-determination theory (Deci & Ryan, 1985), the social context involves primarily environmental factors, commonly manipulated by the teacher in educational settings, which influence students' desire or motivation (Deci & Ryan, 1985;Vallerand & Losier, 1999). Furthermore, the influence on motivation has ramifications for students' engagement in physically active behaviors (Hagger, Chatzisarantis, Barkoukis, Wang, & Baranowski, 2005;Pihu, Hein, Koka, & Hagger, 2008;Vallerand & Losier, 1999). Aspects of the social context have been identified as facilitating a variety of positive student outcomes and experiences, including higher attendance rates (Edmunds, Ntoumanis, & Duda, 2006), motivation (Perlman, 2011a(Perlman, , 2011bPerlman & Goc Karp, 2010), leisure time PA (Hagger, Chatzisarantis, Culverhouse, & Biddle, 2003) and intention toward engaging in physical activity (Lim & Wang, 2009).…”

The effect of teacher and peers need support on students’ motivation in physical education and its relationship to leisure time physical activity

“…One of the major limitations is the omission of measures about students' autonomous motivation towards leisuretime physical activity, as well as situation-specifi c beliefs and judgements about leisure-time physical activity behaviour, specifi ed in the theory of planned behaviour [1]. Past studies have demonstrated that autonomous motivation towards PE has an impact to actual leisure-time physical activity behaviour indirectly through the autonomous motivation towards leisure-time physical activity and constructs from the theory of planned behaviour about leisuretime physical activity behaviour [2,11,12,21]. Second limitation pertains to the correlational nature of the data that precludes the inference of causality.…”