Henri Tilga
Dados Biográficos
| ID | 3489680 |
|---|---|
| NOME | Henri Tilga |
| PRENOMES | Henri |
| SOBRENOME | Tilga |
| ASSINATURA | TILGA H |
| AFILIAÇÕES | University of Tartu |
| ORCID | 0000-0002-6363-4882 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 56 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2019 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 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 …
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
Adolescent self‐construal across cultures
Despite the critical role of culture in understanding adolescent self and identity, there is a lack of cross-culturally validated measures of adolescent self-construal. The present study evaluated cross-national measurement invariance of the Aspects of Identity Questionnaire-IV (AIQ-IV), assessing four dimensions of self-construal: personal, relational, public, and collective. The sample included 16,795 adolescents aged 14-19 years from 30 countr…
Positive and Negative Emotional Experiences in Adolescents across 32 Countries
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…
The Effect of Teacher Autonomy Support on Leisure-Time Physical Activity via Cognitive Appraisals and Achievement Emotions
Analyzing students' emotional experience in physical education (PE) is of crucial importance as it may fill an important gap in research examining the role of PE for students' leisure-time physical activity (PA). Based on the control-value theory of achievement emotions, the purpose of this study was to test the assumption that multi-dimensional autonomy support of the PE teacher may affect students' leisure-time PA via their appraisals of contro…
Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education
There are no validated instruments to date that have examined the students' perceptions of externally and internally controlling teaching practices in physical education (PE). Grounded in self-determination theory, the objective of this research was to provide validity and reliability evidence of the Controlling Teaching Scale for Physical Education (CTS-PE) to assess the external and internal faces of controlling teaching in PE through two seque…
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…
The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education
Teachers' autonomy support (AS) in physical education (PE) has positive effects on students' affective and behavioral outcomes in PE. Even though the existence of three different dimensions of AS, namely cognitive, organizational and procedural AS has been suggested in educational settings, there is a lack of multidimensional instruments for the assessment of autonomy-supportive teaching in PE. The aim of this study was to validate the German Mul…
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 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…
Adolescent self‐construal across cultures
Despite the critical role of culture in understanding adolescent self and identity, there is a lack of cross-culturally validated measures of adolescent self-construal. The present study evaluated cross-national measurement invariance of the Aspects of Identity Questionnaire-IV (AIQ-IV), assessing four dimensions of self-construal: personal, relational, public, and collective. The sample included 16,795 adolescents aged 14-19 years from 30 countr…
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) …
The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education
Teachers' autonomy support (AS) in physical education (PE) has positive effects on students' affective and behavioral outcomes in PE. Even though the existence of three different dimensions of AS, namely cognitive, organizational and procedural AS has been suggested in educational settings, there is a lack of multidimensional instruments for the assessment of autonomy-supportive teaching in PE. The aim of this study was to validate the German Mul…
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…
The Effect of Teacher Autonomy Support on Leisure-Time Physical Activity via Cognitive Appraisals and Achievement Emotions
Analyzing students' emotional experience in physical education (PE) is of crucial importance as it may fill an important gap in research examining the role of PE for students' leisure-time physical activity (PA). Based on the control-value theory of achievement emotions, the purpose of this study was to test the assumption that multi-dimensional autonomy support of the PE teacher may affect students' leisure-time PA via their appraisals of contro…
Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education
There are no validated instruments to date that have examined the students' perceptions of externally and internally controlling teaching practices in physical education (PE). Grounded in self-determination theory, the objective of this research was to provide validity and reliability evidence of the Controlling Teaching Scale for Physical Education (CTS-PE) to assess the external and internal faces of controlling teaching in PE through two seque…
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…
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
Adolescent self‐construal across cultures
Despite the critical role of culture in understanding adolescent self and identity, there is a lack of cross-culturally validated measures of adolescent self-construal. The present study evaluated cross-national measurement invariance of the Aspects of Identity Questionnaire-IV (AIQ-IV), assessing four dimensions of self-construal: personal, relational, public, and collective. The sample included 16,795 adolescents aged 14-19 years from 30 countr…
Positive and Negative Emotional Experiences in Adolescents across 32 Countries
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) · Social Psychology (11 obras) · Autonomy (9 obras) · Medicine (9 obras) · Physical education (9 obras) · Social Psychology (9 obras) · Developmental psychology (8 obras) · Physical activity (8 obras) · Physical therapy (8 obras)