Motivational Predictors of Physical Education Students’ Effort, Exercise Intentions, and Leisure-Time Physical Activity: A Multilevel Linear Growth Analysis

Taylor, Ian; Ntoumanis, Nikos; Standage, Martyn; Spray, Christopher M.

doi:10.1123/jsep.32.1.99

Cited by 238 publications

(238 citation statements)

References 47 publications

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“…En esta línea, existen estudios que señalan que bajos niveles de competencia percibida predecía el abandono de la práctica deportiva (Guillet, Sarrazin, Carpenter, Trouilloud & Cury, 2002), y los que indican que la competencia percibida es un fuerte predictor de la intenciones de la práctica (Taylor, Ntoumanis, Standage & Spray, 2010).…”

Section: Discussionunclassified

Motivación percibida por los adolescentes gallegos en la práctica del ejercicio

Portela-Pino

Alonso

2017

R Est Inv Psico y Educ

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ResumenEl presente trabajo tiene como objetivo identificar las motivaciones que llevan a los adolescentes a incrementar la práctica del ejercicio físico. Para ello, se aplicó el cuestionario de Autionforme de Motivos para la Práctica de Ejercicio Físico (AMPEF) a 342 estudiantes de Educación Secundaria Obligatoria y Bachillerato (M=15.02±1.86). Los resultados evidencian que prevención/salud positiva y diversión/bienestar, son los principales factores motivacionales en la práctica del ejercicio físico. Finalmente, con menor impacto en la motivación se encuentra el reconocimiento social/desafío y urgencias de salud. En conclusión, conocer los motivos que apoyan la práctica regular del ejercicio físico puede ayudar a reducir el sedentarismo. Palabras clave: motivación, ejercicio físico, adolescentes, AMPEF. AbstractThis paper aims to identify the motivations that lead adolescents to increase the practice of physical exercise. To do this, applied the questionnaire of Autionforme's reasons for the practice of physical exercise (AMPEF) 342 students of compulsory secondary education (M = 15. 02±1. 86). The results show that positive prevention/health and fun/welfare, are the main motivational factors in the practice of physical exercise. Finally, with less impact on motivation social recognition is / challenge and health emergency. In conclusion, ascertain the reasons which support the regular practice of physical exercise can help to reduce physical inactivity.

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Section: Discussionunclassified

Motivación percibida por los adolescentes gallegos en la práctica del ejercicio

Portela-Pino

Alonso

2017

R Est Inv Psico y Educ

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“…However, in the majority of studies focused on adolescents in the physical activity literature, researchers assessed perceptions of PNS in physical education classes specifically (McDavid et al, 2014;Taylor et al, 2010;Standage et al, 2012). The focus on physical education is likely because experiences in this context are thought to influence psychological factors (e.g., motivation, PNS) that lead to greater physical activity outside of physical education classes (Standage et al).…”

Section: Justification For the Research And Purposementioning

confidence: 99%

“…In other words, LGM allows researchers to examine different types of trajectories of change (e.g., linear, quadratic) while accounting for individual variability in change. To this end, researchers who have used similar longitudinal analyses as LGM such as hierarchical linear modelling have also observed an increase in MVPA over time in adolescents aged 11 to 16 years (Taylor et al, 2010) and 11 to 13 years of age (McDavid et al, 2014).…”

Section: Changes In Pns and Mvpa Over Timementioning

confidence: 99%

A tale of two models: Changes in psychological need satisfaction and physical activity over 3 years.

Gunnell¹,

Bélanger²,

Brunet³

2016

Health Psychology

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Objective: (a) Examine longitudinal measurement invariance of scores from psychological need satisfaction (PNS) scales, and (b) examine if changes in PNS were associated with change in moderate-to-vigorous physical activity (MVPA). Method: Adolescents (N ϭ 842, M age ϭ 10.8, SD ϭ .6) enrolled in the Monitoring Activities of Teenagers to Comprehend their Habits (MATCH) study completed measures of PNS and MVPA every 4 months over a 3-year period (2011-14) for a total of 9 times. Results: PNS scores demonstrated strong longitudinal measurement invariance (i.e., invariant factor loadings and intercepts). Latent growth curve modeling indicated that a factor representing perceptions of all 3 PNS variables was positively associated with MVPA at Time 1 (␤ ϭ .562, p Ͻ .05), and that increases in the common PNS factor were associated with increases in MVPA (␤ ϭ .545, p Ͻ .05) with a large effect size (R initial MVPA 2 ϭ .316; R change in MVPA 2 ϭ .301). In an alternative model, MVPA at Time 1 was associated with perceived common PNS at Time 1 (␤ ϭ .602, p Ͻ .001), and increases in MVPA were associated with increases in common PNS (␤ ϭ .667, p Ͻ .001) with a large effect size (R initial PNS 2 ϭ .363 of the R change in PNS 2 ϭ .426). Conclusions:Longitudinal measurement invariance was supported, and therefore PNS scores could be used to study change over time. Further, 2 equally well fitting models were found suggesting that change in PNS can be both an antecedent and an outcome of MVPA. As such, both PNS and MVPA could be targeted in interventions aimed at increasing need satisfaction or MVPA.

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“…A student, for example, might do study hard and do well just because he/she knows that he/she will be rewarded for this or because he /she thinks of being punished if he/she does not do so (Deci, Vallerand, Pelletier, & Ryan, 1991;Taylor, Ntoumanis, Standage, & Spray, 2010).…”

Section: Self-regulation In Learning From a Self-determination Perspementioning

confidence: 99%

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Στεφάνου¹,

Mpiontini²

2017

PSYCH

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This study aimed at examining: (a) students' metacognitive knowledge and metacognitive regulation when they are doing school work or homework, and their self-regulated learning style regarding the four different types of behavioral regulation: external, introjected, identified and intrinsic; and (b) the role of metacognition in self-regulated learning style, and in the impact of self-regulated learning style on performance expectations, and subsequent performance in the school subjects of language, mathematics and physical education. The sample comprised of 243 primary school students, fifth and sixth grades, boys and girls, who randomly came from 20 state primary schools of various regions of Greece. The participants completed the scales at the middle of a school year, while their school performance was estimated by the teachers. The results showed that: (a) the students used metacognitive knowledge (predominately, declarative) and metacognitive regulation (mainly, planning) at a moderate extent, and they reported a mixed profile of self-regulatory learning style, favoring identified; (b) metacognitive regulation, compared with metacognitive knowledge, was a more powerful formulator of regulatory learning styles, mainly intrinsic and identified; (c) metacognition explained a small percentage of variance of both performance expectations, beyond self-regulatory style, and performance, beyond the interactive effect of performance expectations and regulatory learning style, in both language and mathematics, while it had no significant unique contribution in physical education; (d) external regulation had negative contribution in school performance across the three school subjects, while intrinsic regulation

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Motivational Predictors of Physical Education Students’ Effort, Exercise Intentions, and Leisure-Time Physical Activity: A Multilevel Linear Growth Analysis

Cited by 238 publications

References 47 publications

Motivación percibida por los adolescentes gallegos en la práctica del ejercicio

Motivación percibida por los adolescentes gallegos en la práctica del ejercicio

A tale of two models: Changes in psychological need satisfaction and physical activity over 3 years.

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

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