Vello Hein
Biographic Data
| ID | 6685272 |
|---|---|
| NAME | Vello Hein |
| GIVEN NAMES | Vello |
| FAMILY NAME | Hein |
| SIGNATURE | HEIN V |
| AFFILIATIONS | University of Tartu |
| ORCID | 0000-0002-2116-523X |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
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) …
A cross-cultural validation of the controlling teacher behaviours scale in physical education
The present study examined the validity of the factor structure and invariance of the Controlling Teacher Behaviours Scale (CTBS) across two nations. Data were collected from Estonian ( n=453) and Lithuanian ( n=431) students using the multidimensional measure of teachers’ controlling behaviours. Multi-sample confirmatory factor analyses showed that the measure of teachers’ controlling behaviours with four scales (negative conditional regard, con…
Self-identity as a component of the Theory of Planned Behaviour in predicting physical activity
This study aimed to investigate the role of self-identity, defined as salient and enduring aspects of one’s self-perception (Sparks, 2000), in relation to adolescent physical activity (PA) intentions within the Theory of Planned Behaviour (TPB). School students aged 12 to 18 from two cultural groups (Estonia and Spain) completed measures of attitudes, subjective norms, perceived behavioural control, self-identity, and intentions for PA. Four week…
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…
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…
Self-identity as a component of the Theory of Planned Behaviour in predicting physical activity
This study aimed to investigate the role of self-identity, defined as salient and enduring aspects of one’s self-perception (Sparks, 2000), in relation to adolescent physical activity (PA) intentions within the Theory of Planned Behaviour (TPB). School students aged 12 to 18 from two cultural groups (Estonia and Spain) completed measures of attitudes, subjective norms, perceived behavioural control, self-identity, and intentions for PA. Four week…
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…
Self-identity as a component of the Theory of Planned Behaviour in predicting physical activity
This study aimed to investigate the role of self-identity, defined as salient and enduring aspects of one’s self-perception (Sparks, 2000), in relation to adolescent physical activity (PA) intentions within the Theory of Planned Behaviour (TPB). School students aged 12 to 18 from two cultural groups (Estonia and Spain) completed measures of attitudes, subjective norms, perceived behavioural control, self-identity, and intentions for PA. Four week…
A cross-cultural validation of the controlling teacher behaviours scale in physical education
The present study examined the validity of the factor structure and invariance of the Controlling Teacher Behaviours Scale (CTBS) across two nations. Data were collected from Estonian ( n=453) and Lithuanian ( n=431) students using the multidimensional measure of teachers’ controlling behaviours. Multi-sample confirmatory factor analyses showed that the measure of teachers’ controlling behaviours with four scales (negative conditional regard, con…
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…
Motivation and Self-Concept in Sports (10 works) · Psychology (10 works) · Social Psychology (9 works) · Developmental psychology (8 works) · Social Psychology (7 works) · Structural equation modeling (7 works) · Physical activity (6 works) · Physical education (6 works) · Self-determination theory (6 works) · Youth Development and Social Support (6 works)