scholarly journals Predicting Students’ Physical Activity and Health-Related Well-Being: A Prospective Cross-Domain Investigation of Motivation Across School Physical Education and Exercise Settings

2012 ◽  
Vol 34 (1) ◽  
pp. 37-60 ◽  
Author(s):  
Martyn Standage ◽  
Fiona B. Gillison ◽  
Nikos Ntoumanis ◽  
Darren C. Treasure
Keyword(s):  
Structural Equation Modeling ◽  
Physical Education ◽  
Autonomy Support ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Well Being ◽  
Need Satisfaction ◽  
Step Count ◽  
Equation Modeling ◽  
Health Related

A three-wave prospective design was used to assess a model of motivation guided by self-determination theory (Ryan & Deci, 2008) spanning the contexts of school physical education (PE) and exercise. The outcome variables examined were health-related quality of life (HRQoL), physical self-concept (PSC), and 4 days of objectively assessed estimates of activity. Secondary school students (n = 494) completed questionnaires at three separate time points and were familiarized with how to use a sealed pedometer. Results of structural equation modeling supported a model in which perceptions of autonomy support from a PE teacher positively predicted PE-related need satisfaction (autonomy, competence, and relatedness). Competence predicted PSC, whereas relatedness predicted HRQoL. Autonomy and competence positively predicted autonomous motivation toward PE, which in turn positively predicted autonomous motivation toward exercise (i.e., 4-day pedometer step count). Autonomous motivation toward exercise positively predicted step count, HRQoL, and PSC. Results of multisample structural equation modeling supported gender invariance. Suggestions for future work are discussed.

The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model

2008 ◽  
Vol 30 (2) ◽  
pp. 240-268 ◽  
Author(s):  
Athanasios Mouratidis ◽  
Maarten Vansteenkiste ◽  
Willy Lens ◽  
Georgios Sideridis
Keyword(s):  
Physical Education ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Well Being ◽  
Equation Modeling ◽  
School Students ◽  
Intention To Participate ◽  
Motivational Model ◽  
Intentions To Participate

Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants’ well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas amotivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings.

The Teacher Benefits From Giving Autonomy Support During Physical Education Instruction

2014 ◽  
Vol 36 (4) ◽  
pp. 331-346 ◽  
Author(s):  
Sung Hyeon Cheon ◽  
Johnmarshall Reeve ◽  
Tae Ho Yu ◽  
Hue Ryen Jang
Keyword(s):  
Physical Education ◽  
Repeated Measures ◽  
Autonomy Support ◽  
Intervention Program ◽  
Longitudinal Research ◽  
Autonomous Motivation ◽  
Well Being ◽  
Need Satisfaction ◽  
Control Group ◽  
Experimental Group

Recognizing that students benefit when they receive autonomy-supportive teaching, the current study tested the parallel hypothesis that teachers themselves would benefit from giving autonomy support. Twenty-seven elementary, middle, and high school physical education teachers (20 males, 7 females) were randomly assigned either to participate in an autonomy-supportive intervention program (experimental group) or to teach their physical education course with their existing style (control group) within a three-wave longitudinal research design. Manipulation checks showed that the intervention was successful, as students perceived and raters scored teachers in the experimental group as displaying a more autonomy-supportive and less controlling motivating style. In the main analyses, ANCOVA-based repeated-measures analyses showed large and consistent benefits for teachers in the experimental group, including greater teaching motivation (psychological need satisfaction, autonomous motivation, and intrinsic goals), teaching skill (teaching efficacy), and teaching well-being (vitality, job satisfaction, and lesser emotional and physical exhaustion). These findings show that giving autonomy support benefits teachers in much the same way that receiving it benefits their students.

scholarly journals Antecedents of Perceived Coach Autonomy Supportive and Controlling Behaviors: Coach Psychological Need Satisfaction and Well-Being

2011 ◽  
Vol 33 (2) ◽  
pp. 255-272 ◽  
Author(s):  
Juliette Stebbings ◽  
Ian M. Taylor ◽  
Christopher M. Spray
Keyword(s):  
Autonomy Support ◽  
Structural Equation ◽  
Well Being ◽  
Need Satisfaction ◽  
Self Report ◽  
Equation Modeling ◽  
Psychological Well Being ◽  
Psychological Need ◽  
Controlling Behaviors ◽  
Psychological Need Satisfaction

Within the self-determination theory (Deci & Ryan, 2000) framework, research has considered the consequences of coaches’ autonomy supportive and controlling behaviors on various athlete outcomes (e.g., motivation and performance). The antecedents of such behaviors, however, have received little attention. Coaches (N = 443) from a variety of sports and competitive levels completed a self-report questionnaire to assess their psychological need satisfaction, well-being and perceived interpersonal behaviors toward their athletes. Structural equation modeling demonstrated that coaches’ competence and autonomy need satisfaction positively predicted their levels of psychological well-being, as indexed by positive affect and subjective vitality. In turn, coaches’ psychological well-being positively predicted their perceived autonomy support toward their athletes, and negatively predicted their perceived controlling behaviors. Overall, the results highlight the importance of coaching contexts that facilitate coaches’ psychological need satisfaction and well-being, thereby increasing the likelihood of adaptive coach interpersonal behavior toward athletes.

scholarly journals Goal Striving, Goal Attainment, and Well-Being: Adapting and Testing the Self-Concordance Model in Sport

2007 ◽  
Vol 29 (6) ◽  
pp. 763-782 ◽  
Author(s):  
Alison Smith ◽  
Nikos Ntoumanis ◽  
Joan Duda
Keyword(s):  
Autonomy Support ◽  
Structural Equation ◽  
Goal Attainment ◽  
Well Being ◽  
Need Satisfaction ◽  
The Self ◽  
Equation Modeling ◽  
Goal Difficulty ◽  
Goal Striving ◽  
Goal Specificity

Grounded in self-determination theory (Deci & Ryan, 1985) and the self-concordance model (Sheldon & Elliot, 1999), this study examined the motivational processes underlying goal striving in sport as well as the role of perceived coach autonomy support in the goal process. Structural equation modeling with a sample of 210 British athletes showed that autonomous goal motives positively predicted effort, which, in turn, predicted goal attainment. Goal attainment was positively linked to need satisfaction, which, in turn, predicted psychological well-being. Effort and need satisfaction were found to mediate the associations between autonomous motives and goal attainment and between attainment and well-being, respectively. Controlled motives negatively predicted well-being, and coach autonomy support positively predicted both autonomous motives and need satisfaction. Associations of autonomous motives with effort were not reducible to goal difficulty, goal specificity, or goal efficacy. These findings support the self-concordance model as a framework for further research on goal setting in sport.

scholarly journals Psychometry of the Multidimensional Perceived Autonomy Support Scale in Physical Education With Spanish Secondary School Students

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401990125 ◽  
Author(s):  
Rafael Burgueño ◽  
José Macarro-Moreno ◽  
Jesús Medina-Casaubón
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Autonomy Support ◽  
Structural Equation ◽  
Secondary School Students ◽  
Temporal Stability ◽  
Need Satisfaction ◽  
Equation Modeling ◽  
School Students ◽  
Perceived Autonomy Support

This research aimed to adapt and psychometrically examine the Multidimensional Perceived Autonomy Support Scale in Physical Education in the Spanish context. The participants were 560 (264 men and 296 women; Mage = 14.49, SDage = 1.05) physical education secondary school students. The results underpinned a 15-item three-factor correlated model, which was invariant across gender and age. The reliability analysis reflected an acceptable level of internal consistency and temporal stability for each factor. The structural equation modeling showed that perceived cognitive, procedural, and organizational autonomy support predicted positively and significantly basic psychological need satisfaction. The Multidimensional Perceived Autonomy Support Scale in Physical Education is a valid and reliable instrument to multidimensionally measure the secondary school students’ perception of autonomy support from physical education teachers in the Spanish context.

scholarly journals Autonomy Support, Need Satisfaction, and Motivation for Support Among Adults With Intellectual Disability: Testing a Self-Determination Theory Model

2018 ◽  
Vol 123 (1) ◽  
pp. 33-49 ◽  
Author(s):  
Noud Frielink ◽  
Carlo Schuengel ◽  
Petri J. C. M. Embregts
Keyword(s):  
Intellectual Disability ◽  
Autonomy Support ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Well Being ◽  
Self Determination Theory ◽  
Theory Model ◽  
Need Satisfaction ◽  
Self Determination ◽  
Level Of Functioning

Abstract The tenets of self-determination theory as applied to support were tested with structural equation modelling for 186 people with ID with a mild to borderline level of functioning. The results showed that (a) perceived autonomy support was positively associated with autonomous motivation and with satisfaction of need for autonomy, relatedness, and competence; (b) autonomous motivation and need satisfaction were associated with higher psychological well-being; (c) autonomous motivation and need satisfaction statistically mediated the association between autonomy support and well-being; and (d) satisfaction of need for autonomy and relatedness was negatively associated with controlled motivation, whereas satisfaction of need for relatedness was positively associated with autonomous motivation. The self-determination theory provides insights relevant for improving support for people with intellectual disability.

scholarly journals Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110031
Author(s):  
Julia Holzer ◽  
Marko Lüftenegger ◽  
Selma Korlat ◽  
Elisabeth Pelikan ◽  
Katariina Salmela-Aro ◽  
...  
Keyword(s):  
University Students ◽  
Structural Equation ◽  
Positive Emotion ◽  
Well Being ◽  
Need Satisfaction ◽  
Learning Motivation ◽  
Equation Modeling ◽  
Minor Effect ◽  
Self Regulated Learning ◽  
Regulated Learning

In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students’ well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator. Self-reports were collected from 6,071 students in Austria (Study 1) and 1,653 students in Finland (Study 2). Structural equation modeling revealed competence as the strongest predictor for positive emotion. Intrinsic learning motivation was predicted by competence and autonomy in both countries and by relatedness in Finland. Moderation effects of self-regulated learning were inconsistent, but main effects on intrinsic learning motivation were identified. Surprisingly, relatedness exerted only a minor effect on positive emotion. The results inform strategies to promote students’ well-being through distance learning, mitigating the negative effects of the situation.

Relationships Between Perfectionism, Stress, and Basic Need Support Provision in Dance Teachers and Aesthetic Sport Coaches

2021 ◽  
Author(s):  
Sanna M. Nordin-Bates ◽  
Gareth Jowett
Keyword(s):  
Perceived Stress ◽  
Autonomy Support ◽  
Structural Equation ◽  
Basic Needs ◽  
Well Being ◽  
Performance Outcomes ◽  
Equation Modeling ◽  
Dance Teachers ◽  
Socially Prescribed Perfectionism ◽  
Sport Coaches

A substantial body of evidence links perfectionism to well-being and performance outcomes in dancers and athletes. Yet, we know relatively little about leaders’ perfectionism in dance and sport. This is important because leaders’ perfectionism likely impacts both themselves and their performers. In this study, we examined relationships between leader perfectionism, their provision of basic needs support, and whether stress explains these relationships. Aesthetic activity leaders (N = 463; n = 336 dance teachers, n = 127 aesthetic sport coaches, and n = 376 female; Mean age = 35.47 and SD = 12.46 years) completed an online questionnaire measuring multidimensional perfectionism (self-oriented perfectionism, SOP; socially prescribed perfectionism, SPP; and other-oriented perfectionism, OOP), self-reported provision of basic needs support (autonomy, competence, and relatedness), and perceived stress. Correlations suggested that leaders displaying higher levels of any perfectionism dimension (SOP, SPP, and OOP) provided less support for autonomy and perceived higher levels of stress. Leaders displaying higher levels of SPP also reported providing less support for competence. Structural equation modeling revealed that perceived stress partially mediated the relationships between perfectionism and provision of basic needs support. Socially prescribed perfectionism shared a negative indirect relationship with autonomy support as well as negative direct and indirect relationships with competence support, both via perceived stress. By contrast, OOP shared positive indirect relationships with autonomy support and competence support via perceived stress. Based on these findings, it would be prudent for dance and sport organizations to minimize pressures on leaders to be perfect, help them identify how their perfectionism impacts both themselves and others, and work with them to optimize basic needs support.

The Role of an Empowering Motivational Climate on Pupils’ Concentration and Distraction in Physical Education

2021 ◽  
pp. 1-11
Author(s):  
Maxime Mastagli ◽  
Aurélie Van Hoye ◽  
Jean-Philippe Hainaut ◽  
Benoît Bolmont
Keyword(s):  
Physical Education ◽  
Negative Affect ◽  
Structural Equation ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Positive And Negative Affect

Purpose: The present study investigated the relationship between an empowering motivational climate and pupils’ concentration and distraction in physical education, mediated by basic psychological needs satisfaction and by positive and negative affect. Method: The participants were 425 French pupils (Mage = 15.36, SDage = 0.82) from 21 high schools, who filled in a questionnaire regarding the study variables. This cross-sectional study used multilevel structural equation modeling to examine the hypothesized relationships. Results: Good fit indices were found in the data from the theoretical model. An empowering motivational climate was found to be related to concentration. Competence need satisfaction was related to concentration and distraction. This association was mediated by positive and negative affect, which in turn was related to concentration and distraction. Conclusion: Teachers can improve pupils’ concentration and positive affect and reduce distraction and negative affect by supporting an empowering motivational climate and fostering competence need satisfaction.

The Effect of Transformational Leadership and Well-Being on Performance of Soccer Players: An Inclusive Model

2021 ◽  
pp. 1-9
Author(s):  
Sinan Yildirim ◽  
Ziya Koruç
Keyword(s):  
Transformational Leadership ◽  
Negative Affect ◽  
Psychological Health ◽  
Structural Equation ◽  
Well Being ◽  
Sport Performance ◽  
Need Satisfaction ◽  
Soccer Players ◽  
Satisfaction With Life Scale ◽  
Equation Modeling

The current study focuses on the effect of transformational leadership on athletes’ performance in the mediation of psychological need satisfaction, burnout, competition anxiety, life satisfaction, and positive–negative affect. The sample consisted of 391 soccer players aged between 16 and 20 years. Six scales were used in this study: Multifactor Leadership Questionnaire, Needs Satisfaction Scale, Athlete Burnout Measure, Satisfaction with Life Scale, Positive and Negative Affect Scale, and Sport Competition Anxiety Test. The method of Vallerand was preferred to measure performance, and structural equation modeling was employed to analyze data. The model data fit was also verified. It was found that the transformational leadership behaviors of coaches signally influence athletes’ performance either directly or indirectly. From another perspective, increasing the psychological health or well-being of  athletes has important effects on sport performance.

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