Need fulfillment and motivation in physical education predict trajectories of change in leisure-time physical activity in early adolescence |
| |
| Institution: | 1. Purdue University, 800 West Stadium Avenue, West Lafayette, IN 47907, USA;2. Washington State University, PEB 106, Pullman, WA 99164-1410, USA;1. Department of Kinesiology, The Pennsylvania State University, United States;2. Department of Recreation, Park & Tourism Management, The Pennsylvania State University, United States;3. Department of Preventive Medicine, Center for Behavior & Health, Northwestern University, Chicago, IL, United States;1. Australian Catholic University, Australia;2. University of Western Sydney, Australia;3. University of Otago, New Zealand;4. The Chinese University of Hong Kong, Hong Kong;1. Risk and Information Management Research Group, School of Electronic Engineering and Computer Science, Queen Mary, University of London, London E1 4NS, UK;2. Forensic Mental Health Research Unit, Centre for Psychiatry, Wolfson Institute of Preventive Medicine, Barts and The London School of Medicine and Dentistry, Queen Mary, University of London, London EC1M 6BQ, UK;3. Biological and Experimental Psychology Research Group, The School of Biological and Chemical Sciences, Queen Mary, University of London, London E1 4NS, UK |
| |
| Abstract: | ObjectivesWe examined (1) how psychological need fulfillment and motivation in physical education and leisure-time physical activity change during early adolescence, and (2) the degree to which need fulfillment and motivation predict trajectories of change in physical activity.DesignLongitudinal survey.MethodsStudents (N = 134, ages 10–13 years) completed surveys assessing perceived competence, autonomy, relatedness, intrinsic motivation, and identified, introjected, and external regulations in physical education, and leisure time physical activity each semester in school for 3 years.ResultsUnconditional growth models showed an average increase in physical activity. Competence also increased, while autonomy and relatedness, and identified and introjected regulation decreased. Conditional models showed that students with higher levels of autonomy, relatedness, intrinsic motivation, and identified regulation had higher levels of physical activity at baseline and throughout the study. Students with lower levels of autonomy, relatedness, intrinsic motivation, and identified regulation experienced significantly greater increases in physical activity, but these effects were very small.ConclusionsNeed fulfillment and motivation variables positively predict physical activity. While youth with lower levels of need fulfillment and motivation have lower levels of physical activity, they also tend to increase physical activity levels more across early adolescence. These associations highlight how physical education experiences in early adolescence may influence change in physical activity, and suggest efforts to foster need fulfillment and autonomous regulation in physical education may promote physical activity. |
| |
| Keywords: | Self-determination theory Autonomous motivation Controlled motivation |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
