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See detailMindfulness extends the trans-contextual model for autonomous motivation in physical education and leisuretime
Hutmacher, Djenna; Eckelt, Melanie; Bund, Andreas UL et al

in International Journal of Environmental Research and Public Health (2022), 19(20),

Mindfulness is assumed to foster the ability to consistently act in line with one’s authentic self; a skill which has been found to enhance students’ autonomous motivated behavior in the educational ... [more ▼]

Mindfulness is assumed to foster the ability to consistently act in line with one’s authentic self; a skill which has been found to enhance students’ autonomous motivated behavior in the educational context. However, evidence regarding how mindfulness can be integrated into existing conceptual frameworks such as the trans-contextual model is scarce. Therefore, the present study aimed to evaluate the role of mindfulness in students’ autonomous motivation in the school and leisure time contexts. Overall, N = 1877 students (M = 14.74 years, SD = 2.63) indicated their self-reported mindfulness, their perceived need for support in physical education, their autonomous motivation during physical education and leisure time, as well as their perceived behavioral control, attitude, subjective norm, and intention toward physical activity. Physical activity was additionally measured physiologically for n = 240 students using accelerometers. Path model analyses revealed that the inclusion of mindfulness substantially improved the trans-contextual model fit. Perceived autonomy support positively predicted mindfulness, which, in turn, predicted autonomous motivation in physical education and leisure time, attitude, subjective norm, and perceived behavioral control. Furthermore, mediation analyses revealed the significant indirect effects of mindfulness on physiological and self-reported physical activity. Based on these results, mindfulness can be considered a key factor in fostering students’ motivation to become physically active. [less ▲]

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See detailDer Einsatz digitaler Technologien zur Messung der Bewegungsaktivitäten von Kindern und Jugendlichen – das Projekt „Physical Activity of Children and Youth in Luxembourg” (PALUX)
Eckelt, Melanie; Hutmacher, Djenna; Bund, Andreas UL et al

in Luxembourg Center for Educational Testing (LUCET); Universität Luxemburg; Service de Coordination de la Recherche et de l‘Innovation pédagogiques et technologiques (SCRIPT) (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

In einer technisierten und digitalisierten Welt wird Bewegung häufig zu einer Randerscheinung. So zeigen aktuelle Studien, dass das verstärkte Nutzen digitaler Medien bei Kindern und Jugendlichen zu ... [more ▼]

In einer technisierten und digitalisierten Welt wird Bewegung häufig zu einer Randerscheinung. So zeigen aktuelle Studien, dass das verstärkte Nutzen digitaler Medien bei Kindern und Jugendlichen zu reduzierten Bewegungsaktivitäten führt (z. B. Kaiser & Jovy et al., 2017; Spengler et al., 2016). Gleichzeitig ist aus medizinischer Sicht jedoch ein Mindestmaß an Bewegung unabdingbar für die Gesundheiterhaltung; die Weltgesundheitsorganisation spricht von einer Stunde moderat anstrengender Aktivität täglich (WHO, 2010). Diesen (vermeintlichen) Gegensatz zwischen einem digitalen Lebensumfeld und ausreichender Bewegung aufzulösen und im besten Fall umzukehren wird in Zukunft wohl eine bedeutsame Bildungsaufgabe der Schule insgesamt und des Sportunterrichts im Besonderen sein. [less ▲]

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See detailLifting the curtain on motivation in exercise: Validation of two questionnaires for physical education and leisure time in French and German
Hutmacher, Djenna; Eckelt, Melanie; Bund, Andreas UL et al

in Journal of Psychoeducational Assessment (2021), 39(5), 623-639

The increase of cross-cultural studies and intervention programs, based on the self-determination theory, highlights the urge for validated scales to ensure high-quality research, particularly in the ... [more ▼]

The increase of cross-cultural studies and intervention programs, based on the self-determination theory, highlights the urge for validated scales to ensure high-quality research, particularly in the domain of physical education. The present study aimed at evaluating the psychometric properties and measurement invariance of the revised Perceived Locus of Causality Scale (PLOC-R) in physical education and the Behavioral Regulation in Exercise Questionnaire (BREQ-II) during leisure-time translations from English into German and French among youth. Data obtained from 1808 Luxemburgish students supported the five-factor structure of the translated PLOC-R as well as for the BREQ-II and showed good internal reliability as well as concurrent, discriminant, and nomological validity. Measurement invariance analyses across the two languages revealed configural, metric, and partial scalar invariance for both questionnaires. The findings provide promising evidence for the reliability and validity of the translated PLOC-R and BREQ-II and support their use in cross-cultural and physical activity–related motivational research. [less ▲]

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