The Moderating Effects of Enjoyment Factor on the Relation between Screen Golf Participation Motivation and Exercise Adherence

2020 ◽  
Vol 81 ◽  
pp. 205-215
Author(s):  
Hark-Kwon Kim ◽  
Sang-Young Yoon
Keyword(s):  
Exercise Adherence ◽  
Moderating Effects ◽  
Participation Motivation

Social Physique Anxiety: Personality Constructs, Motivations, Exercise Attitudes, and Behaviors

1996 ◽  
Vol 82 (3) ◽  
pp. 963-972 ◽  
Author(s):  
Christina M. Frederick ◽  
Craig S. Morrison
Keyword(s):  
Exercise Adherence ◽  
Body Awareness ◽  
Anxiety Scale ◽  
Self Report ◽  
Social Physique Anxiety ◽  
Demographic Information ◽  
Personality Variables ◽  
Participation Motivation ◽  
The Social ◽  
Public Body

Social physique anxiety is a feeling of distress associated with the perceived evaluation of one's physical self. Since its inception, the construct has been associated with a variety of exercise-related constructs including perceived competence, self-consciousness, and the exercise milieu individuals choose. The present purpose was to relate social physique anxiety to participants' attitudes toward exercise, adherence behaviors, participation motivation, personality variables, and emotional attitude toward exercise. 326 university fitness-center participants were surveyed and asked for demographic information, to self-report their exercise habits, and to answer questions measuring the construct, motivation, personality, and attitudes toward exercise. Women had higher scores on the Social Physique Anxiety Scale than men; individuals who scored high were more likely to endorse extrinsic motives for exercise than individuals scoring low on the scale, and high scores were indicative of higher public body awareness. Individuals with high scores on the Social Physique Anxiety Scale exhibited an emotional profile similar to addicted exercisers. Given these results, implications for alleviation of such anxiety were discussed.

scholarly journals Relationships between golf range users’ participation motivation, satisfaction, and exercise adherence intention

2017 ◽  
Vol 11 (1) ◽  
pp. 50-62 ◽  
Author(s):  
Kyoung-Ran Shim ◽  
Byung-Joo Paek ◽  
Ho-Taek Yi ◽  
Jong-Ho Huh
Keyword(s):  
Achievement Motivation ◽  
Exercise Adherence ◽  
Self Determination Theory ◽  
Content Type ◽  
Motivation Factors ◽  
Participation Motivation ◽  
And Performance ◽  
Performance Satisfaction ◽  
The Relationship ◽  
Conceptual Research

Purpose This paper aims to identify the relationship between participation motivation, satisfaction and exercise adherence intention of golf range users on the basis of self-determination theory. Design/methodology/approach For this purpose, the authors proposed research questions and a conceptual research model as well. Then, the authors surveyed users of golf ranges located in Seoul Metropolitan City and Gyeonggi-do province. Findings By applying convenience sampling, the authors received a total of 313 questionnaires. Results were as follows. First, among the participation motivation sub-factors, health-oriented motivation, achievement motivation, pleasure-oriented motivation and self-displayed motivation had a significant effect on emotional satisfaction, while achievement motivation and pleasure-orientation motivation had a significant effect on performance satisfaction. Second, the following participation motivation factors had a significant effect on exercise adherence intention: health-orientation motivation, achievement motivation and pleasure-orientation motivation. Third, among the satisfaction factors, emotional satisfaction and performance satisfaction both had a significant effect on exercise adherence intention. Originality/value This is one of the first papers to examine the relationships that exist between golf range users’ participation motivation, satisfaction and exercise adherence intention.

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Program ◽  
Multilevel Analyses ◽  
Moderating Effects ◽  
Management Skills ◽  
Judgment Accuracy ◽  
Achievement Gains ◽  
Instructional Activities ◽  
Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

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