scholarly journals Collaborative autonomy: The dynamic relations between personal goal autonomy and perceived autonomy support in emerging adulthood results in positive affect and goal progress.

2020 ◽  
Author(s):  
Shelby L. Levine ◽  
Anne C. Holding ◽  
Marina Milyavskaya ◽  
Theodore A. Powers ◽  
Richard Koestner
Keyword(s):  
Emerging Adulthood ◽  
Positive Affect ◽  
Autonomy Support ◽  
Personal Goal ◽  
Goal Progress ◽  
Dynamic Relations ◽  
Collaborative Autonomy ◽  
Perceived Autonomy Support

A Remarkable Alliance: Sibling Autonomy Support and Goal Progress in Emerging Adulthood

2021 ◽  
Author(s):  
Élodie C. Audet ◽  
Shelby L. Levine ◽  
Anne C. Holding ◽  
Richard Koestner ◽  
Theodore A. Powers
Keyword(s):  
Emerging Adulthood ◽  
Autonomy Support ◽  
Goal Progress

scholarly journals Collaborative autonomy: The dynamic relations between personal goal autonomy and perceived autonomy support in emerging adulthood results in positive affect and goal progress

2020 ◽  
Author(s):  
Shelby L. Levine ◽  
Marina Milyavskaya
Keyword(s):  
Positive Affect ◽  
Autonomy Support ◽  
Personal Autonomy ◽  
Autonomous Motivation ◽  
Well Being ◽  
Future Research ◽  
Reciprocal Relation ◽  
Personal Goals ◽  
Collaborative Process ◽  
Goal Progress

Individuals are more successful when they pursue autonomous goals, but how do such goals develop in young adults? The current investigation suggests that the development of autonomous personal goals is a collaborative process. To test this, we examined whether autonomous motivation and autonomy support would interact in a dynamic reciprocal manner over the school year. A 5-wave longitudinal study was conducted with university students (N = 1544), who completed surveys on motivation, support, goal progress and affect. A dynamic reciprocal relation emerged between autonomous motivation and autonomy support. At each subsequent time-point, autonomy support led to increased autonomous motivation, and autonomous motivation led to increased autonomy support. This upward spiral of autonomous goal motivation and autonomy support also resulted in increased positive affect and goal progress over the academic year. These results suggest that the development of autonomous personal goals is a collaborative process fueled by an individual’s personal autonomy and the interpersonal autonomy support they perceive from others, and this upward cycle is also beneficial for well-being and success. Future research is needed to determine how autonomously motivated individuals seek or elicit more autonomy support from others.

scholarly journals Association between caregiver‐oncologist discordance in patient's life expectancy estimates and caregiver perceived autonomy support by the oncologist

2021 ◽  
Author(s):  
Gina Tuch ◽  
Chandrika Sanapala ◽  
Supriya G. Mohile ◽  
Paul R. Duberstein ◽  
Enrique Soto‐Perez‐de‐Celis ◽  
...  
Keyword(s):  
Life Expectancy ◽  
Autonomy Support ◽  
Perceived Autonomy Support

scholarly journals Perceived autonomy support and motivation in young people: A comparative investigation of physical education and leisure-time in four countries

2019 ◽  
Vol 15 (3) ◽  
pp. 509-530 ◽  
Author(s):  
Istvan Soos ◽  
Ibolya Dizmatsek ◽  
Jonathan Ling ◽  
Adedokun Ojelabi ◽  
Jaromir Simonek ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Young People ◽  
Autonomy Support ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Autonomous Motivation ◽  
European Countries ◽  
Perceived Autonomy Support ◽  
Current Behaviour

Physical education focuses on the development of sports skills as well as fitness for health. In Central European countries there has been a shift in these focuses since the fall of Communism to follow internationally-recognised health-related physical activity recommendations, similar to Western European countries. In this study we investigated the extent to which motivation from school physical education transfers to leisure-time physical activity providing autonomy support by three social agents: school (physical education teachers), family and peers. Our study utilised the Aetological Approach (AA), Ecological Model (EM) and the Trans-Contextual Model (TCM) that consists of the Theory of Planned Behaviour (TPB) and the Self-Determination Theory (SDT) to explore how autonomous motivation is transferred between contexts (physical education, leisure-time and current behaviour). Nine-hundred and seventy-four students aged 11–18 (55% girls) participated in our study from four countries: Hungary, United Kingdom, Romania and Slovakia. A prospective research design was employed, and questionnaires were administered at three time points. Using 7-point Likert scales, attitude, usefulness, and affectiveness were measured. Furthermore, subjective norms and perceived behavioural control (PBC) were tested within TPB. Autonomous and controlling motivation were measured within SDT by administering the Behavioural Regulation in Exercise questionnaires (BREQ and BREQ-2). Finally, past physical activity, intention and current physical activity behaviours were tested. Results indicated that perceived autonomy support from family and friends predicted autonomous motivation towards leisure-time physical activity in all four countries. However, teachers’ behaviour in some Eastern European countries did not predict this transfer. In general, in line with previous literature, boys reported more physical activity than girls. A strong influencing factor in the path model was that past behaviour predicted current behaviour, and according to that factor, boys reported being more active than girls.Boys also perceived more support from PE teachers than girls which was likely to have influenced their autonomous motivation in PE, which in turn transferred to leisure time. We discuss these results in the context of theories exploring the role of motivation and social environment on children’s choices related to physical activity. In conclusion, we suggest providing more autonomy support, especially by schools, for the enhancement of autonomous motivation of young people to promote their leisure time physical activity.

scholarly journals A sportolói kiégés kérdőív hazai adaptációja

2020 ◽  
Vol 75 (3) ◽  
pp. 391-406
Author(s):  
Kovács Krisztina ◽  
Berki Tamás ◽  
Ágoston Réka ◽  
Smohai Máté ◽  
Harsányi Szabolcs Gergő ◽  
...  
Keyword(s):  
Autonomy Support ◽  
Convergent Validity ◽  
Reliability And Validity ◽  
Original Structure ◽  
Athlete Burnout ◽  
Test Retest Reliability ◽  
Sport Motivation Scale ◽  
Perceived Autonomy Support ◽  
Hungarian Version ◽  
Correlation Coeffi

Háttér és célkitűzések:Jelen tanulmány célja a Sportolói Kiégés Kérdőív (ABQ, Raedeke és Smith, 2001) magyar változatának pszichometriai vizsgálata, a mérőeszköz reliabilitásának és validitásának ellenőrzése. Módszer: A kérdőív érvényességét és megbízhatóságát egy 1317 fős kényelmi mintán ellenőriztük. A fent említett kérdőív mellett felvételre került a Sportkörnyezet Kérdőív (SCQ-H; Deci, 2001; Kovács, Gyömbér, F. Földi és Lénárt, megjelenés alatt), a Sportmotiváció-2 Kérdőív (SMS-2; Smohai és mtsai, 2019) és a Majdnem Tökéletes Skála rövid változata (SAPS; Reinhardt, Tóth és Rice, 2019).Eredmények:A megerősítő faktoranalízis az eredeti faktorstruktúrát alátámasztó eredményeket mutatott, három elkülönülő faktort kaptunk (Kimerültség; Leértékelés; Teljesítmény csökkenése). A kérdőív skáláinak belső megbízhatósága megfelelőnek bizonyult (Cronbach α: 0,76–0,86). Az időbeli stabilitás vizsgálata során pozitív erős kapcsolatot találtunk a teszt-reteszt között [Kimerültség – r(121) = 0,92, p < 0,001; Leértékelés – r(123) = 0,90, p < 0,001; Teljesítmény csökkenése – r(123) = 0,60, p < 0,001]. A konvergens validitás vizsgálata során a korábbi kutatásokkal megegyező, gyenge-közepes korrelációkat kaptunk (r = –0,20–0,52) a sportolói kiégés három skálája és a sportmotiváció típusai, az észlelt edzői autonómiatámogatás mértéke és a perfekcionizmus formái között.Következtetések:A kérdőív magyarra fordított változata pszichometriailag megfelelő mérőeszköznek tekinthető, kiváltképp serdülők körében alkalmazva.Background and aims:The goal of this study is to investigate the psychometric characteristics of the Hungarian version of the Athlete Burnout Questionnaire (ABQ, Raedeke and Smith, 2001) and examinate the reliability and validity of this questionnaire.Methods:1317 athletes were involved in this study (mean age = 20,45; SD = 4,39; men = 649; women = 669). Beside the above mentioned questionnaire (ABQ-H), the Sport Climate Questionnaire (SCQ-H; Deci, 2001; Kovács, Gyömbér, F. Földi, & Lénárt, in press), the Sport Motivation Scale -2 (SMS-2; Smohai et al, 2019) and the Short Almost Perfect Scale (Reinhardt, Tóth and Rice, 2019) were applied for the validation.Results:The confi rmatory factor analysis showed consistency with the original structure. We found three, separated factors: reduced sense of accomplishment; emotional and physical exhaustion and devaluation. Internal consistency of the subscales (Cronbach-α: 0,76 – 0,86) proved to be adequate. Correlation coeffi cient for test-retest reliability was ranging from 0,60 to 0,92 (Exhaustion – r(121) = 0,92, p < 0.001; Devaluation – r(123) = 0,90, p < 0,001; Reduced sense of accomplishment - r(123) = 0,60, p < 0,001). Examination of convergent validity revealed small relationships (r = -0,20 – 0,52) – as it was found in the literature too – among the three scales of athletic burnout, the types of sportmotivation, the level of the perceived autonomy support from coach and the forms of perfectionism.Discussion:The Hungarian version of the ABQ seems to be a valid and reliable questionnaire to measure, among adolescent athletes particularly.

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