Understanding the motivational processes involved in adolescents’ active commuting behaviour: Development and validation of the Behavioural Regulation in Active Commuting to and from School (BR-ACS) Questionnaire

Long-Term Perspectives of a School-Based Intervention to Promote Active School Transportation

“…The result provides a longer follow up and adds knowledge about the participants’ experiences of taking part in the intervention, which is important because there is a lack of such research [ 26 ]. This is also useful because it is important to identify the determinants for AST to promote sustainable AST behavior [ 35 ]. Our result shows that the children had developed a habit of using AST and that the active choice had become an easy choice and was not something that the pupils reflected much upon anymore.…”

“…This is in line with Karppinen et al [ 36 ], who concluded that PA interventions should create a habituated behavior in order to maintain a change. This intervention was school-based and formed a unity of school and family, which is fundamental for a successful AST intervention according to Burgueño et al [ 35 ]. In addition, previous studies regarding this intervention have shown that parents, who are the key-holders to their children using AST, became more positive to AST after being involved in the intervention [ 14 ].…”

“…The results show that engagement, togetherness and gamification were important aspects to create motivation to a behavioral change in this project. Motivation is vital to succeed with a behavioral change regarding AST and promoting extrinsic motivation in the beginning of an intervention has shown to be positively associated with increased AST behavior [ 35 ]. The self-determination theory (SDT) explains how, e.g., different forms of extrinsic motivation could turn into autonomous motivation in order to facilitate and maintain a behavior change [ 38 ].…”

“…The authors further discuss how the social environment influences the processes of non-intrinsic motivated behavior that can become self-determined in accordance with the basal psychological needs for motivation [ 38 ]. For instance, Burgueño et al [ 35 ] concluded that extrinsic forms of motivation such as integrated regulation and identified regulation in SDT are positively associated with AST behavior and that this is important to consider when designing interventions to promote AST. Furthermore, having different AST assignments that address the differences in pupils’ interests, competence levels, and ways of learning affected the participants to keep doing them.…”

Validity and Reliability of the Interpersonal Behaviors Questionnaire in Physical Education With Spanish Secondary School Students

“…The responses to each item were measured on a Likert-type scale ranging from 1 (strongly disagree) to 7 (strongly agree). In line with the SDT perspective (for details Vansteenkiste et al, 2010) and following previous studies (Burgueño, Gonza´lez-Cutre, et al, 2019;Sebire et al, 2011;Seghers et al, 2014), we estimated the autonomous motivation mean score by averaging the items of intrinsic motivation, integrated regulation and identified regulation. Furthermore, we calculated the controlled motivation mean score by taking the average of the items of introjected regulation and external regulation.…”