A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions.

Martyn Standage ^[1] ; Joan L. Duda ^[2] ; Nikos Ntourmanis ^[3]
1. [1] University of Bath
  
  University of Bath
  
  Reino Unido
2. [2] University of Birmingham
  
  University of Birmingham
  
  Reino Unido
3. [3] Curtin University
  
  Curtin University
  
  Australia
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Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 1, 2003, págs. 97-110
Idioma: inglés
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Resumen
- Assessing the motivational responses of 328 secondary school students, this study examined a model of student motivation in physical education that incorporated constructs from achievement goal and self-determination theories. The focus was on the prediction of students' intention to partake in physical activity outside of physical education. Structural equation modeling analysis supported a model in which an autonomy-supportive climate, and to a lesser extent perceptions of a mastery climate, positively impacted hypothesized mediating variables (i.e., autonomy, competence, relatedness) to foster self-determined motivation. Self-determined motivation was found to positively predict, whereas amotivation was a negative predictor of leisure-time physical activity intentions. (PsycINFO Database Record (c) 2016 APA, all rights reserved)