Teacher, peer and parent autonomy support in physical education and leisure-time physical activity: A trans-contextual model of motivation in four nations

Abstract

An extended trans-contextual model of motivation for health-related physical activity was tested in samples from four nations. The model proposes a motivational sequence in which perceived autonomy support from teachers in a physical education (PE) context and from peers and parents in a leisure-time physical activity context predict autonomous motivation, intentions and physical activity behaviour in a leisure-time context. A three-wave prospective correlational design was employed. High-school pupils from Britain, Estonia, Finland and Hungary completed measures of perceived autonomy support from PE teachers, autonomous motivation in both contexts, perceived autonomy support from peers and parents, attitudes, subjective norms, perceived behavioural control and intentions from the Theory of Planned Behaviour (TPB), and measures of behaviour and past behaviour in a leisure-time context. Path-analyses controlling for past behaviour supported trans-contextual model hypotheses across all samples. Effects of perceived autonomy support from peers and parents on leisure-time autonomous motivation were small and inconsistent, while effects on TPB variables were stronger. There was a unique effect of perceived autonomy support from PE teachers on leisure-time autonomous motivation. Findings support the model, which provides an explanation of the processes by which perceived autonomy support from different sources affects health-related physical activity motivation across these contexts.

Validación Española del "Learning climate questionaire" adaptado a la Educación Física

“…En la validez empírica, el modelo de 14 ítems del LCQ-EF confi rmó que el apoyo a la autonomía por parte del profesor y se mostró como un predictor, preferentemente, de las formas más autodeterminadas de motivación entre los estudiantes adolescentes, coincidiendo con las aportaciones de Black y Deci (2000), Hagger et al (2003;Hagger et al, 2009), Standage, Gillison, Ntoumanis y Treasure (2012) y Taylor y Ntoumanis (2007). En sentido contrario, cuando el clima de clase en EF no apoya la autonomía, los niveles de motivación intrínseca bajan en los alumnos (Vallerand, 2000).…”

Exploring Influences of Teachers’ Social Behaviors on Students’ Social Skills in Physical Education Classes: An Example with Chinese College Freshmen

“…For example, PE teacher should be helpful in the classes. Students who feel supported by teachers and friends are more likely to view the curriculum as socially appropriate and value physical activity highly; PE teachers who created perceptions of autonomy support for students would positively affect their attitudes and intentions to carry out the desired behaviors (Hagger et al, 2009). PE teachers' social behaviors are performed in various verbal and nonverbal ways in classes.…”

Validação do questionário de apoio às necessidades psicológicas básicas em Portugal

“…Posteriormente, apareceu uma corrente de estudos que decidiu incluir fatores sociais como variáveis pertencentes à Teoria da Autodeterminação. No entanto, a grande maioria dos trabalhos optaram por analisar uma só dimensão, como é a percepção sobre o apoio à autonomia (Hagger et al, 2009;Lim & Wang, 2009;Reeve, Jang, Carrell, Jeon, & Barch, 2004;Standage, Duda, & Ntoumanis, 2006;Su & Reeve, 2010;Tessier & Ntoumanis, 2008), secundarizando a avaliação da informação referente ao apoio do professor a outros fatores psicológicos, como são a satisfação relacionada com a competência e a satisfação respeitante às relações sociais.…”