Associations between perceived teacher autonomy support, self-determined motivation, physical activity habits and non-participation in physical education in a sample of Lithuanian adolescents

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Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Language:
Anglų kalba / English
Title:
Associations between perceived teacher autonomy support, self-determined motivation, physical activity habits and non-participation in physical education in a sample of Lithuanian adolescents
Authors:
In the Journal:
Behavioral sciences. 2022, 12, 314, 17 p
Subject Category:
LT
Jaunimas / Youth; Fizinis ugdymas / Physical education; Motyvacija / Motivation.
Summary / Abstract:

ENIn this cross-sectional study, we tested the associations between teacher autonomy support, self-determined motivation for physical education (PE), physical activity habits and non-participation in physical education in a sample of adolescents. A total of 715 adolescents (of whom 371 (51.89%) were girls) participated. The ages ranged from 14 to 18 years, with mean ages of 16.00 (SD = 0.79) for girls and 15.99 (SD = 0.75) for boys. The study questionnaire consisted of demographic questions and the Learning Climate Questionnaire, Revised Perceived Locus of Causality in Physical Education Questionnaire, Behavioural Regulation in Exercise Questionnaire 2, Self-Report Habit Index for Physical Activity, Godin Leisure-Time Exercise Questionnaire, Rosenberg Self-Esteem Scale, perceived physical fitness and frequency of non-participation in PE classes. The results showed that perceived teacher autonomy support was directly positively associated with physical activity habits and negatively with non-participation in physical education classes. Autonomous motivation for PE was a mediator between perceived teacher autonomy support and physical activity habits, meaning that higher autonomous motivation was related to higher physical activity habits. Motivation for PE was also a mediator between teacher autonomy support and non-participation in PE. Higher autonomous motivation for PE was associated with less frequent non-participation in PE classes.The findings can inform PE teachers’ practice by showing that supporting students’ autonomy and strengthening their self-determined motivation can facilitate increased participation in PE classes and the formation of students’ physical activity habits. Keywords: self-determination; perceived locus of causality; learning climate; physical education; adolescents; physical activity habits. [From the publication]

DOI:
10.3390/bs12090314
ISSN:
2076-328X
Subject:
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Permalink:
https://www.lituanistika.lt/content/104601
Updated:
2023-10-13 16:11:24
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