Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach

Hutmacher, Djenna; Eckelt, Melanie; Bund, Andreas; Steffgen, Georges

doi:10.3390/ijerph17197258

Reference : Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activi...


	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Theoretical & cognitive psychology
	To cite this reference:	http://hdl.handle.net/10993/45124

Title :	Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach
Language :	English
Author, co-author :	Hutmacher, Djenna [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
	Eckelt, Melanie [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
	Bund, Andreas [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
	Steffgen, Georges [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
Publication date :	4-Oct-2020
Journal title :	International Journal of Environmental Research and Public Health
Publisher :	MDPI
Volume :	17
Issue/season :	19
Special issue title :	New Developments in Physical Education and Sport
Pages :	7258
Peer reviewed :	Yes
Audience :	International
Keywords :	[en] self-determination theory ; physical activity ; physical education ; trans-contextual model ; longitudinal design
Abstract :	[en] Previous research based on the trans-contextual model proposes that autonomous motivation in physical education (PE) is transferable to an out-of-school leisure-time (LT) context. However, only cross-sectional and unidirectional analyses have been conducted. The present study used a longitudinal design assessing N = 1681 students (M = 14.68 years) on two occasions, measuring the following constructs: perceived need for support in PE, motivational regulation during PE and LT, attitude, subjective norm, perceived behavioral control, intention, and physical activity behavior. Findings based on mixed effect models revealed that autonomy, competence, and relatedness support of the PE teacher were positively related to autonomous motivation. Moreover, similar motivational regulation types were found to significantly cross-lag across contexts. Through longitudinal mediation analyses, further support for the impact of autonomous motivation on physical activity, mediated by intention, attitude, and perceived behavioral control, was found. Suggestions for educational stakeholders regarding how to promote students’ autonomous motivation are provided.
Funders :	University of Luxembourg - UL
Name of the research project :	PALUX
Permalink :	http://hdl.handle.net/10993/45124
DOI :	10.3390/ijerph17197258

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Open access	Hutmacher,Eckelt,Bund&Steffgen(2020).pdf		Publisher postprint	1.12 MB	View/Open

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