The Processes by Which Perceived Autonomy Support in Physical Education Promotes Leisure-Time Physical Activity Intentions and Behavior: A Trans-Contextual Model.

Abstract

The trans-contextual model proposes that young people's perceived autonomy support in physical education will affect their perceived locus of causality, intentions, and physical activity behavior in leisure time. High school students completed measures of perceived autonomy support and perceived locus of causality in physical education. One week later, participants' perceived locus of causality and constructs from the theory of planned behavior were assessed in leisure time. Leisure-time physical activity behavior was measured 5 weeks later. Perceived autonomy support in physical education affected leisure-time physical activity directly and indirectly through a motivational sequence involving internal perceived locus of causality, attitudes, perceived behavioral control, and intentions. Results support the trans-contextual model indicating that perceived autonomy support in an educational context influences motivation in a leisure-time context.

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“…This indicates that motivation in the PE domain has the potential to be transformed into both intention and motivation in leisure time, and is in line with other studies (Bagøien, Halvari, & Nesheim, 2010;N. L. D. Chatzisarantis et al, 1997;Hagger, Chatzisarantis, Culverhouse, & Biddle, 2003;M. Standage, Duda, & Pensgaard, 2005).…”

Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment

“…The proposed effects in the model have been independently supported in numerous studies from multiple research groups (e.g., Hagger et al, 2005;Hagger et al, 2003;Shen, McCaughtry, & Martin, 2008;Standage, Gillison, Ntoumanis, & Treasure, 2012). The studies typically adopt a three-wave prospective survey design in which psychometric measures of the model constructs in the educational context are measured in an initial wave of data collection, followed by construct from the out-of-school context one-week later to allay common method variance.…”

“…The model also provides an indication of the links between autonomous motivation and future participation in educational activities in out-of-school contexts (Hagger et al 2003). Model hypotheses are based on three prominent theories that have been applied to understand intentional, motivated behavior in numerous contexts: self-determination theory (Deci & Ryan, 1985), Vallerand's (1997) hierarchical model of intrinsic and extrinsic motivation, and the theory of planned behavior (Ajzen, 1991).…”

The effects of autonomy support on salivary alpha-amylase: The role of individual differences

“…Considering the vast literature on the impact of autonomy-supportive social environments in the school context on different aspects of well-being and motivation (Ryan and Grolnick, 1986;Reeve et al, 2004;Black and Deci, 2000), the present study examines the effect of autonomy-supportive social environments in a school context, more precise in physical education. This setting is considered as particularly important, as positive experiences in physical education classes are seen as an important aspect contributing to a more active life-style and therefore can contribute to a healthier life (Hagger et al, 2003). Moreover, the present research suggests an autonomy disposition as a moderating variable.…”