Andre Koka
Datos Biográficos
| ID | 3489672 |
|---|---|
| NOMBRE | Andre Koka |
| NOMBRES | Andre |
| APELLIDO | Koka |
| FIRMA | KOKA A |
| AFILIACIONES | University of Tartu |
| ORCID | 0000-0002-2011-8650 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAS | 60 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2004 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Relationships between (de-)motivating teaching approaches with students’ need-based experiences and affective outcomes in physical education
Background: From a traditional categorical perspective, the teacher’s overarching styles of autonomy support and structure have been identified as beneficial for students, while control and chaos have been considered detrimental in physical education (PE). Nevertheless, given that not all teaching practices within the same teaching style contribute equally to student learning, the circumplex approach to (de-)motivating teaching styfles, together …
Self-rated health habits, mental health, emotional intelligence, and impulsivity across the Baltic States
Introduction The study aims to compare physical activity, sleep, body mass index (BMI), subjective health, stress, depression, impulsivity, and emotional intelligence across the Baltic countries while identifying key health determinants. Methods We interviewed men and women (18–64 years) in Estonia ( n = 1,503) Latvia ( n = 1,563) and Lithuania ( n = 2,358) via an online survey. Results Obesity is most common among individuals in EE, both males a…
Compatibility of physical education curricula with physical literacy across 40 European countries
Although the student-centred concept of physical literacy (PL) has been emphasized by UNESCO, knowledge about its adoption/implementation into PE remains scant. Therefore, the goal of this study was to evaluate and compare the compatibility of PE curricula with PL in Europe. We collaboratively gathered a panel of experts encompassing 40 European countries. In the first step, the experts were invited to freely specify the compatibility of country’…
The Effects of a Web-Based Need-Supportive Intervention for Physical Education Teachers on Students’ Physical Activity and Related Outcomes
Consequently, the web-based need-supportive intervention was effective in promoting need-supportive teacher behavior. As the developed training for PE teachers increased students' perceptions of need support from their PE teachers, it holds promise for future PE teacher education. Furthermore, the web-based format offers scalability for broader implementation
Web-based intervention program to foster need-supportive behaviors in physical education teachers and parents
Prospectively registered in ISRCTN registry as ISRCTN78373974 (15.12.2022). Overall study status is 'completed
Results from Estonia’s 2022 Report Card on Physical Activity for Children and Youth
The aim of this article is to summarize the results of the 2022 Estonian Physical Activity Report Card across 10 indicators based on available scientific data and national databases, and, additionally, to compare the current results with previous Report Card results. A national expert panel, consisting of research and policy experts, identified the available sources and synthesized as well as graded relevant data related to the physical activity …
Web-based need-supportive parenting program to promote physical activity in secondary school students
This pilot study is part of preparation for the main study, prospectively registered in ISRCTN registry as ISRCTN78373974 (15.12.2022). The current stage of the main study is 'recruiting
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
Application of the trans-contextual model to predict change in leisure time physical activity
OBJECTIVE: This study tested effects of changes in the psychological constructs of the trans-contextual model (TCM) on changes in adolescents' outside of school moderate-to-vigorous physical activity (PA) measured using self-report and accelerometer-based device. DESIGN: A three-wave longitudinal design was used. High school students (N = 331) completed measures of all the TCM constructs at Time1 and at Time2, five weeks apart. Self-reported PA b…
Perceived Autonomy Support from Peers, Parents, and Physical Education Teachers as Predictors of Physical Activity and Health-Related Quality of Life among Adolescents—A One-Year Longitudinal Study
The current research adopts the trans-contextual model of motivation (TCM) to examine the role of perceived autonomy support from peers, parents, and physical education (PE) teachers on adolescents’ autonomous motivation, intentions, and physical activity (PA) and health-related quality of life (HRQoL) over a one-year period. Adolescents (N = 264) aged between 11 and 15 years (M = 13.24; SD = 0.96) filled in relevant questionnaires during a four-…
Effects of a Web-Based Autonomy-Supportive Intervention on Physical Education Teacher Outcomes
The current study tested the efficacy of a web-based autonomy-supportive intervention program on changes in physical education (PE) teachers’ self-reports of autonomy support, psychological need satisfaction, intrinsic motivation, and teaching efficacy for students’ engagement. In this study, 101 secondary school PE teachers and their 652 students were randomized either to a web-based autonomy-supportive experimental group or to the control group…
Trans-Contextual Model Predicting Change in Out-of-School Physical Activity
The aim of the current study was to test the long-term predictive validity of the trans-contextual model in accounting for variance in adolescents’ out-of-school physical activity measured by self-report and accelerometer based-devices over a one-year period. Secondary school students ( N = 265) aged 11 to 15 years completed a three-wave survey on two occasions in time, spanning a one-year interval, measuring perceived autonomy support in physica…
Detrimental Effect of Perceived Controlling Behavior from Physical Education Teachers on Students’ Leisure-Time Physical Activity Intentions and Behavior
In the present study, a trans-contextual model was applied to examine the relations between students' perceptions of controlling behavior from teachers, frustration over their basic psychological needs, autonomous motivation toward physical activity in a physical education context, autonomous motivation toward physical activity in an out-of-school context, beliefs and intentions toward future physical activity, and actual participation in physica…
Perceived Controlling Behaviors of Physical Education Teachers and Objectively Measured Leisure-Time Physical Activity in Adolescents
The facilitative role of perceived autonomy support from physical education (PE) teachers on adolescents' leisure-time physical activity (PA) has been supported. This study aimed to examine the mechanism by which perceived controlling behaviors from PE teachers relate to adolescents' objectively measured leisure-time PA. In a three-wave prospective study, a total of 159 students (64 boys) aged 11 to 19 years old ( M age = 14.94 years; SD = 2.11) …
Effectiveness of a brief intervention using process-based mental simulations in promoting muscular strength in physical education
This study examined the effectiveness of a brief theory-based intervention on muscular strength among adolescents in a physical education setting. The intervention adopted a process-based mental simulation technique. The self-reported frequency of practising for and actual levels of abdominal muscular strength/endurance as one component of health-related physical fitness was targeted. Adolescents aged 16–19 years ( n = 105) from nine classes were…
Perceptions of teachers’ positive feedback and perceived threat to sense of self in physical education
This study examined the direction of causal flow between perceived positive general teacher feedback and perceived threat to sense of self in physical education (PE). The stability effect and stationarity of the relationship between these variables over the two-year period was tested. Students ( N = 302) were administered questionnaire during class time in Grades 6 and 8 and two years later in Grades 8 and 10. The perceived threat to sense of sel…
Intention to be Physically Active after School Graduation and Its Relationship to Three Types of Intrinsic Motivation
In this article the relationships between three different types of intrinsic motivation and students’ intention to be physically active after school graduation were examined. The participants were 400 school children aged 14–18 years. The modified version of SMS was used to measure the three different types of intrinsic motivation. The intention scale as a measurement of physical education outcome to be physically active was specially designed fo…
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
Intention to be Physically Active after School Graduation and Its Relationship to Three Types of Intrinsic Motivation
In this article the relationships between three different types of intrinsic motivation and students’ intention to be physically active after school graduation were examined. The participants were 400 school children aged 14–18 years. The modified version of SMS was used to measure the three different types of intrinsic motivation. The intention scale as a measurement of physical education outcome to be physically active was specially designed fo…
Perceptions of teachers’ positive feedback and perceived threat to sense of self in physical education
This study examined the direction of causal flow between perceived positive general teacher feedback and perceived threat to sense of self in physical education (PE). The stability effect and stationarity of the relationship between these variables over the two-year period was tested. Students ( N = 302) were administered questionnaire during class time in Grades 6 and 8 and two years later in Grades 8 and 10. The perceived threat to sense of sel…
Intention to be Physically Active after School Graduation and Its Relationship to Three Types of Intrinsic Motivation
In this article the relationships between three different types of intrinsic motivation and students’ intention to be physically active after school graduation were examined. The participants were 400 school children aged 14–18 years. The modified version of SMS was used to measure the three different types of intrinsic motivation. The intention scale as a measurement of physical education outcome to be physically active was specially designed fo…
Perceptions of teachers’ positive feedback and perceived threat to sense of self in physical education
This study examined the direction of causal flow between perceived positive general teacher feedback and perceived threat to sense of self in physical education (PE). The stability effect and stationarity of the relationship between these variables over the two-year period was tested. Students ( N = 302) were administered questionnaire during class time in Grades 6 and 8 and two years later in Grades 8 and 10. The perceived threat to sense of sel…
Effectiveness of a brief intervention using process-based mental simulations in promoting muscular strength in physical education
This study examined the effectiveness of a brief theory-based intervention on muscular strength among adolescents in a physical education setting. The intervention adopted a process-based mental simulation technique. The self-reported frequency of practising for and actual levels of abdominal muscular strength/endurance as one component of health-related physical fitness was targeted. Adolescents aged 16–19 years ( n = 105) from nine classes were…
Perceived Controlling Behaviors of Physical Education Teachers and Objectively Measured Leisure-Time Physical Activity in Adolescents
The facilitative role of perceived autonomy support from physical education (PE) teachers on adolescents' leisure-time physical activity (PA) has been supported. This study aimed to examine the mechanism by which perceived controlling behaviors from PE teachers relate to adolescents' objectively measured leisure-time PA. In a three-wave prospective study, a total of 159 students (64 boys) aged 11 to 19 years old ( M age = 14.94 years; SD = 2.11) …
Detrimental Effect of Perceived Controlling Behavior from Physical Education Teachers on Students’ Leisure-Time Physical Activity Intentions and Behavior
In the present study, a trans-contextual model was applied to examine the relations between students' perceptions of controlling behavior from teachers, frustration over their basic psychological needs, autonomous motivation toward physical activity in a physical education context, autonomous motivation toward physical activity in an out-of-school context, beliefs and intentions toward future physical activity, and actual participation in physica…
Perceived Autonomy Support from Peers, Parents, and Physical Education Teachers as Predictors of Physical Activity and Health-Related Quality of Life among Adolescents—A One-Year Longitudinal Study
The current research adopts the trans-contextual model of motivation (TCM) to examine the role of perceived autonomy support from peers, parents, and physical education (PE) teachers on adolescents’ autonomous motivation, intentions, and physical activity (PA) and health-related quality of life (HRQoL) over a one-year period. Adolescents (N = 264) aged between 11 and 15 years (M = 13.24; SD = 0.96) filled in relevant questionnaires during a four-…
Effects of a Web-Based Autonomy-Supportive Intervention on Physical Education Teacher Outcomes
The current study tested the efficacy of a web-based autonomy-supportive intervention program on changes in physical education (PE) teachers’ self-reports of autonomy support, psychological need satisfaction, intrinsic motivation, and teaching efficacy for students’ engagement. In this study, 101 secondary school PE teachers and their 652 students were randomized either to a web-based autonomy-supportive experimental group or to the control group…
Trans-Contextual Model Predicting Change in Out-of-School Physical Activity
The aim of the current study was to test the long-term predictive validity of the trans-contextual model in accounting for variance in adolescents’ out-of-school physical activity measured by self-report and accelerometer based-devices over a one-year period. Secondary school students ( N = 265) aged 11 to 15 years completed a three-wave survey on two occasions in time, spanning a one-year interval, measuring perceived autonomy support in physica…
Application of the trans-contextual model to predict change in leisure time physical activity
OBJECTIVE: This study tested effects of changes in the psychological constructs of the trans-contextual model (TCM) on changes in adolescents' outside of school moderate-to-vigorous physical activity (PA) measured using self-report and accelerometer-based device. DESIGN: A three-wave longitudinal design was used. High school students (N = 331) completed measures of all the TCM constructs at Time1 and at Time2, five weeks apart. Self-reported PA b…
Results from Estonia’s 2022 Report Card on Physical Activity for Children and Youth
The aim of this article is to summarize the results of the 2022 Estonian Physical Activity Report Card across 10 indicators based on available scientific data and national databases, and, additionally, to compare the current results with previous Report Card results. A national expert panel, consisting of research and policy experts, identified the available sources and synthesized as well as graded relevant data related to the physical activity …
Web-based need-supportive parenting program to promote physical activity in secondary school students
This pilot study is part of preparation for the main study, prospectively registered in ISRCTN registry as ISRCTN78373974 (15.12.2022). The current stage of the main study is 'recruiting
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
Self-rated health habits, mental health, emotional intelligence, and impulsivity across the Baltic States
Introduction The study aims to compare physical activity, sleep, body mass index (BMI), subjective health, stress, depression, impulsivity, and emotional intelligence across the Baltic countries while identifying key health determinants. Methods We interviewed men and women (18–64 years) in Estonia ( n = 1,503) Latvia ( n = 1,563) and Lithuania ( n = 2,358) via an online survey. Results Obesity is most common among individuals in EE, both males a…
Compatibility of physical education curricula with physical literacy across 40 European countries
Although the student-centred concept of physical literacy (PL) has been emphasized by UNESCO, knowledge about its adoption/implementation into PE remains scant. Therefore, the goal of this study was to evaluate and compare the compatibility of PE curricula with PL in Europe. We collaboratively gathered a panel of experts encompassing 40 European countries. In the first step, the experts were invited to freely specify the compatibility of country’…
The Effects of a Web-Based Need-Supportive Intervention for Physical Education Teachers on Students’ Physical Activity and Related Outcomes
Consequently, the web-based need-supportive intervention was effective in promoting need-supportive teacher behavior. As the developed training for PE teachers increased students' perceptions of need support from their PE teachers, it holds promise for future PE teacher education. Furthermore, the web-based format offers scalability for broader implementation
Web-based intervention program to foster need-supportive behaviors in physical education teachers and parents
Prospectively registered in ISRCTN registry as ISRCTN78373974 (15.12.2022). Overall study status is 'completed
Relationships between (de-)motivating teaching approaches with students’ need-based experiences and affective outcomes in physical education
Background: From a traditional categorical perspective, the teacher’s overarching styles of autonomy support and structure have been identified as beneficial for students, while control and chaos have been considered detrimental in physical education (PE). Nevertheless, given that not all teaching practices within the same teaching style contribute equally to student learning, the circumplex approach to (de-)motivating teaching styfles, together …
Psychology (15 obras) · Motivation and Self-Concept in Sports (14 obras) · Physical education (11 obras) · Medicine (10 obras) · Developmental psychology (9 obras) · Physical therapy (9 obras) · Social Psychology (9 obras) · Physical activity (8 obras) · Self-determination theory (8 obras) · Youth Development and Social Support (8 obras)