The Effect of Teacher Autonomy Support on Leisure-Time Physical Activity via Cognitive Appraisals and Achievement Emotions

A Mediation Analysis Based on the Control-Value Theory

Datos Bibliográficos

ID15497487
AutoresJulia Zimmermann (0000-0001-5379-5618, Technical University of Munich, autor de correspondencia), Henri Tilga (0000-0002-6363-4882, University of Tartu), Joachim Bachner (0000-0002-8942-3055, Technical University of Munich), Yolanda Demetriou (0000-0001-6781-1295, Technical University of Munich)
Año2021
Volumen18
Número8
Páginas3987-3987
Fecha de publicación2021-04-10
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaInternational Journal of Environmental Research and Public Health (JOURNAL)
Identificadores de la revistaISSN: 1661-7827 • E-ISSN: 1660-4601
EditorialMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/ijerph18083987
PMID33920112
OpenAlexW3152576432
IdiomaEN
Citas recibidas12
Referencias citadas91

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 control and value and achievement emotions experienced in PE. Variance-based structural equation modelling was used to test the proposed model in a sample of 1030 students aged between 11 and 18 years (M = 13.4, SD = 1.48) stemming from schools with the lowest educational level among secondary schools in Germany. The results indicated that in particular cognitive autonomy support positively predicted students' self-efficacy and intrinsic value. Whereas appraisals of self-efficacy were negatively related to the experience of anxiety, intrinsic value was a major positive predictor of enjoyment. Enjoyment, in turn, was of substantial relevance for leisure-time PA. The findings offer a meaningful contribution in understanding students' emotional experiences and remind PE teachers of their opportunity to adopt an autonomy-supportive teaching style to positively influence the emotions of their students

Affect (linguistics · Anxiety · Autonomy · Cognition · Developmental psychology · Mathematics education · Mediation · Physical education · Relevance (law · Self-determination theory · Structural equation modeling · Test (biology · Test anxiety · Value (mathematics · Behavioral Health and Interventions · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology · Social Psychology