The Processes by Which Perceived Autonomy Support in Physical Education Promotes Leisure-Time Physical Activity Intentions and Behavior
A Trans-Contextual Model.
Bibliographic Data
| ID | 23315674 |
|---|---|
| Authors | Martin S Hagger (0000-0002-2685-1546, University of Essex), Nikos L D Chatzisarantis (0000-0001-7059-6805, University of Exeter), Trudi Culverhouse (Brunel University of London), Stuart Biddle (0000-0002-7663-6895, Loughborough University) |
| Year | 2003 |
| Volume | 95 |
| Issue | 4 |
| Pages | 784-795 |
| Publication date | 2003-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-0663 • E-ISSN: 1939-2176 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0022-0663.95.4.784 |
| OpenAlex | W2135267497 |
| Language | EN |
| Citations received | 80 |
| References cited | 35 |
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.
Autonomy · Developmental psychology · Leisure time · Pedagogy · Personal autonomy · Physical activity · Physical education · Time perspective · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology · Social Psychology · Youth Development and Social Support
Autonomy support in Physical Education
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Facilitating optimal motivation and psychological well-being across life's domains.
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Motivational profiles for secondary school physical education and its relationship to the adoption of a physically active lifestyle among university students
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Functional significance of psychological variables that are included in the Theory of Planned Behaviour
Evidence that intentions based on attitudes better predict behaviour than intentions based on subjective norms
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| Unique citing works | 80 |
|---|---|
| Citations per year | 4 |
| Citation span | 2006 - 2026 (21) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 74 |