Understanding variations in exercise-identity strength through identity theory and self-determination theory

Strachan, Shaelyn M.; Fortier, Michelle; Perras, Mélanie G. M.; Lugg, Carrie

doi:10.1080/1612197x.2013.749005

Cited by 30 publications

(28 citation statements)

References 37 publications

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“…In conclusion, the findings of this study contribute to the previous research that has recognized the importance of self-determination in personal identity development (Luyckx et al, 2009; Strachan et al, 2013). Our findings emphasized the need for hopeful thoughts in order to positively reinforce identity construction processes, and the non-significant direct effect of optimism on personal identity provides extra evidence of the distinction between these two constructs.…”

Section: Discussionsupporting

confidence: 82%

“…Drawing from existing findings on the underlying motivational basis for identity formation (Strachan, Fortier, Perras, & Lugg, 2013; Vlachopoulos, Kaperoni, & Moustaka, 2011), as well as on positive emotions and identity (Nurmi, 1994; Pulkkinen & Ronka, 1994), we proposed a distal–proximal framework of identity. We argue that future positive expectations are conceptually closer to personal identity than self-determination.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Future Orientation,Identity. 3 A number of empirical studies have used SDT to examine the motivational processes that underlie identity formation (e.g., Luyckx et al, 2009;Strachan et al, 2013;Vlachopoulos et al, 2011). However, the majority of existing studies have examined the role of different human needs or types of motivation in explaining identity, and no studies have examined how the tendency to function in a self-determined way affects the construction of personal identity.…”

Section: Self-determination Theory (Sdt) and Personal Identitymentioning

confidence: 99%

See 2 more Smart Citations

Self-Determination and Personal Identity in University Students: The Mediating Role of Future Orientation

Zhou

Kam

2018

Span. J. Psychol.

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In this study, we sought to extend the research on self-determination, future orientation, and personal identity construction by integrating the theories on self-determination and future orientation to provide a conceptual framework for understanding the relations between personal identity and the following individual characteristics: Hope, optimism, awareness of self, and perceived choice. 191 university students in China responded surveys in hardcopies on an individual basis. Our SEM results revealed that proximal future orientation influenced the mechanisms through which distal psychological traits affected identity construction. Specifically, hope mediated the effects of self-awareness on the participants' personal identity ratings (b = .45, p < .05). Although optimism was related to both awareness of self and perceived choice, it was not significantly related to personal identity. This study suggested an extended framework through which we could understand how the interaction between future orientation and self-determination can predict personal identity. The findings have significant implications for interventions in educational settings.

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Section: Discussionsupporting

confidence: 82%

Section: Literature Reviewmentioning

confidence: 99%

Section: Self-determination Theory (Sdt) and Personal Identitymentioning

confidence: 99%

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Self-Determination and Personal Identity in University Students: The Mediating Role of Future Orientation

Zhou

Kam

2018

Span. J. Psychol.

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“…Specifically, the program emphasizes the roles of self-identity and self-determined motivation in making healthy sport transitions (Reifsteck & Brooks, 2018;Reifsteck, Gill, & Labban, 2016). According to identity and self-determination theories, individuals are more likely to maintain physical activity and healthy eating when these behaviors are integrated into their identity and when motivated by self-determined reasons (e.g., enjoy physical activity, value nutrition) (Burke, Owens, Serpe, & Thoits, 2003;Gillison, Standage, & Skevington, 2006;Mata et al, 2009;Ryan, Williams, Patrick, & Deci, 2009;Strachan, Fortier, Perras, & Lugg, 2012). Based on this underlying framework, the four-session Moving On!…”

Section: Conceptual Framework For the Moving On! Programmentioning

confidence: 99%

Promoting a Healthy Post-Collegiate Lifestyle: An Evaluation of the Moving On! Transition Program for Student-Athletes

Reifsteck

Brooks

Newton

et al. 2018

JHEAI

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Former student-athletes may face challenges in maintaining physical activity and engaging in healthy eating after transitioning out of collegiate athletics. Maladaptive adjustments following athletic transitions can result in detrimental outcomes for former student-athletes, ranging from physical health concerns to negative psychosocial consequences. In contrast, positive transitions can promote optimal health and wellbeing. The Moving On! program was developed in recognition of the unique challenges faced by student-athletes and the importance of making healthy transitions out of college sports. The purpose of this study was to evaluate the Moving On! program’s influence on several relevant theoretical constructs that influence health behaviors, including student-athletes’ self-perceptions and self-determined motivation for maintaining physical activity and healthy eating, along with their self-efficacy and intentions for engaging in these health-related behaviors after college. NCAA student-athletes in their final year of competition were recruited from two institutions. Participants (N = 20) completed the Moving On! program along with pre- and post-test surveys and focus group interviews. Survey results revealed positive changes in nutrition-related self-perceptions (t(19) = 2.406; p = 0.026; g = 0.38) and self-efficacy for healthy eating behaviors (t(19) = 3.022; p = 0.007; g = 0.70). No significant changes were observed for exercise identity (p = 0.845), physical activity self-efficacy (p = 0.114), or autonomous motivation for exercise (p = 0.108) and health eating (p = 0.264). Focus group responses indicated that student-athletes’ experiences in the program fostered positive shifts in their self-perceptions, enhanced their self-determined motivation, and reinforced their intentions for engaging in physical activity and healthy eating in the future. Implications for future research and program implementation are discussed.

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“…Given that those with strong exercise identity are more likely to engage in PA because this behavior is congruent with their identity, it is likely that their motivation for PA is self‐endorsed. Indeed, researchers have hypothesized and found direct and positive relations between high exercise identity and more self‐determined forms of motivation for PA, particularly with integrated and identified regulations. Both types of regulations reflect motivation stemming from a high degree of internalization of behavior as part of one's identity, values, and belief system.…”

Section: Introductionmentioning

confidence: 99%

Longitudinal associations between exercise identity and exercise motivation: A multilevel growth curve model approach

Ntoumanis

Stenling

Thøgersen‐Ntoumani

et al. 2017

Scandinavian Med Sci Sports

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Past work linking exercise identity and exercise motivation has been cross-sectional. This is the first study to model the relations between different types of exercise identity and exercise motivation longitudinally. Understanding the dynamic associations between these sets of variables has implications for theory development and applied research. This was a longitudinal survey study. Participants were 180 exercisers (79 men, 101 women) from Greece, who were recruited from fitness centers and were asked to complete questionnaires assessing exercise identity (exercise beliefs and role-identity) and exercise motivation (intrinsic, identified, introjected, external motivation, and amotivation) three times within a 6 month period. Multilevel growth curve modeling examined the role of motivational regulations as within- and between-level predictors of exercise identity, and a model in which exercise identity predicted exercise motivation at the within- and between-person levels. Results showed that within-person changes in intrinsic motivation, introjected, and identified regulations were positively and reciprocally related to within-person changes in exercise beliefs; intrinsic motivation was also a positive predictor of within-person changes in role-identity but not vice versa. Between-person differences in the means of predictor variables were predictive of initial levels and average rates of change in the outcome variables. The findings show support to the proposition that a strong exercise identity (particularly exercise beliefs) can foster motivation for behaviors that reinforce this identity. We also demonstrate that such relations can be reciprocal overtime and can depend on the type of motivation in question as well as between-person differences in absolute levels of these variables.

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Understanding variations in exercise-identity strength through identity theory and self-determination theory

Cited by 30 publications

References 37 publications

Self-Determination and Personal Identity in University Students: The Mediating Role of Future Orientation

Self-Determination and Personal Identity in University Students: The Mediating Role of Future Orientation

Promoting a Healthy Post-Collegiate Lifestyle: An Evaluation of the Moving On! Transition Program for Student-Athletes

Longitudinal associations between exercise identity and exercise motivation: A multilevel growth curve model approach

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