Perceived autonomy support,behavioural regulations in physical education and physical activity intention |
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| Authors: | B.S. Coral Lim C.K. John Wang |
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| Affiliation: | 1. Department of Movement and Sports Sciences, Ghent University, Belgium;2. Flemish Research Foundation, Belgium;3. Department of Developmental, Personality and Social Psychology, Ghent University, Belgium;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 Education, Korea University, Anam-dong, Seongbuk-gu, Seoul 136-701, South Korea;2. Division of Sport Science, Kangwon National University, 1 Kangwondaehak-gil, Chuncheon-si, Kangwon-do 200-701, South Korea;1. School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, Edgbaston B15 2TT, UK;2. School of Clinical and Experimental Medicine, University of Birmingham, Edgbaston B15 2TT, UK;1. Rossier School Rossier School of Education, University of Southern California, Los Angeles, CA, 90089, USA;2. Department of Educational Psychology, Department of Educational Psychology, The University of Texas at Austin, Austin, TX, 78712, USA;3. Teacher''s College, Columbia University, New York, NY, 10027, USA;1. Department of Movement and Sports Sciences, Ghent University, Belgium;2. Department of Developmental, Personality and Social Psychology, Ghent University, Belgium |
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| Abstract: | ObjectivesThe purpose of this study was to examine the relationships between students' perceived autonomy support, behavioural regulations and their intentions to be physically active outside of school.MethodParticipants were 701 secondary school students aged between 13 and 17 years from Singapore. Questionnaires were used to assess perceived autonomy support, behavioural regulation, and intentions to be physically active outside school.ResultsResults supported the hypothesised model in that perceived autonomy support fosters more self-determined forms of behavioural regulations in PE. These forms of behavioural regulations in turn, enhanced more autonomous forms of intentions. The results also yielded an interesting finding that amotivation positively predicted students' intention to be physically active outside school.ConclusionThe findings highlight the importance of perceived autonomy support in fostering more self-determined forms of behavioural regulations in PE and intention to be physically active outside school. |
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