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https://doi.org/10.26582/k.51.1.15

EFFECT OF SELF-DETERMINED MOTIVATION IN PHYSICAL EDUCATION ON OBJECTIVELY MEASURED HABITUAL PHYSICAL ACTIVITY: A TRANS-CONTEXTUAL MODEL

Jesús Viciana   ORCID icon orcid.org/0000-0002-5424-118X ; Department of Physical Education and Sport, University of Granada, Spain
Daniel Mayorga-Vega   ORCID icon orcid.org/0000-0002-4494-4113 ; Department of Physical Education and Sport, University of Granada, Spain
Alejandro Martínez-Baena ; Department of Physical Education and Sport, University of Valencia, Spain
Martin S. Hagger ; School of Psychology and Speech Pathology, Curtin University, Australia
Jarmo Liukkonen ; Department of Sport Sciences, University of Jyväskylä, Finland
Sami Yli-Piipari   ORCID icon orcid.org/0000-0002-8623-1322 ; Department of Kinesiology, University of Georgia, United States

Puni tekst: engleski, pdf (844 KB) str. 141-149 preuzimanja: 31* citiraj
APA 6th Edition
Viciana, J., Mayorga-Vega, D., Martínez-Baena, A., Hagger, M.S., Liukkonen, J. i Yli-Piipari, S. (2019). EFFECT OF SELF-DETERMINED MOTIVATION IN PHYSICAL EDUCATION ON OBJECTIVELY MEASURED HABITUAL PHYSICAL ACTIVITY: A TRANS-CONTEXTUAL MODEL. Kinesiology, 51 (1), 141-149. https://doi.org/10.26582/k.51.1.15
MLA 8th Edition
Viciana, Jesús, et al. "EFFECT OF SELF-DETERMINED MOTIVATION IN PHYSICAL EDUCATION ON OBJECTIVELY MEASURED HABITUAL PHYSICAL ACTIVITY: A TRANS-CONTEXTUAL MODEL." Kinesiology, vol. 51, br. 1, 2019, str. 141-149. https://doi.org/10.26582/k.51.1.15. Citirano 23.08.2019.
Chicago 17th Edition
Viciana, Jesús, Daniel Mayorga-Vega, Alejandro Martínez-Baena, Martin S. Hagger, Jarmo Liukkonen i Sami Yli-Piipari. "EFFECT OF SELF-DETERMINED MOTIVATION IN PHYSICAL EDUCATION ON OBJECTIVELY MEASURED HABITUAL PHYSICAL ACTIVITY: A TRANS-CONTEXTUAL MODEL." Kinesiology 51, br. 1 (2019): 141-149. https://doi.org/10.26582/k.51.1.15
Harvard
Viciana, J., et al. (2019). 'EFFECT OF SELF-DETERMINED MOTIVATION IN PHYSICAL EDUCATION ON OBJECTIVELY MEASURED HABITUAL PHYSICAL ACTIVITY: A TRANS-CONTEXTUAL MODEL', Kinesiology, 51(1), str. 141-149. https://doi.org/10.26582/k.51.1.15
Vancouver
Viciana J, Mayorga-Vega D, Martínez-Baena A, Hagger MS, Liukkonen J, Yli-Piipari S. EFFECT OF SELF-DETERMINED MOTIVATION IN PHYSICAL EDUCATION ON OBJECTIVELY MEASURED HABITUAL PHYSICAL ACTIVITY: A TRANS-CONTEXTUAL MODEL. Kinesiology [Internet]. 2019 [pristupljeno 23.08.2019.];51(1):141-149. https://doi.org/10.26582/k.51.1.15
IEEE
J. Viciana, D. Mayorga-Vega, A. Martínez-Baena, M.S. Hagger, J. Liukkonen i S. Yli-Piipari, "EFFECT OF SELF-DETERMINED MOTIVATION IN PHYSICAL EDUCATION ON OBJECTIVELY MEASURED HABITUAL PHYSICAL ACTIVITY: A TRANS-CONTEXTUAL MODEL", Kinesiology, vol.51, br. 1, str. 141-149, 2019. [Online]. https://doi.org/10.26582/k.51.1.15

Sažetak
Grounded in the trans-contextual model, the purpose of the present study was to examine the role of self-determined motivation in Physical Education (PE) on self-determined motivation in Physical Activity (PA), PA intention, and accelerometer-measured habitual PA behavior among high-school aged adolescents. A sample of 394 Spanish high-school students (211 males and 183 females; aged 12-16 years) participated in the present study. The outcome measure of PA was established using accelerometry, whereas motiva- tion toward PA and PE as well as PA intention were measured using validated questionnaires. Path analyses supported in part the central propositions of the trans-contextual model. Self-determined motivation in PE predicted the self-determined motivation in PA (β=.45, p<.001, R2=.26). Self-determined motivation in PA predicted PA intention (β=.51, p<.001, R2=.41). The predictive strength from PA intention to behavior was weak (β=.11, p=.011, R2=.21) with a statistically non-significant mediational model from self-determined motivation in PA via PA intention to PA behavior (β=.28, p=.231). This weak-to-non-significant relationship does not fully support the previous findings that have shown the feasibility of the trans-contextual model in charting the pathways from self-determined motivation in an educational context to behaviors in an out- of-school context.

Ključne riječi
autonomy, accelerometry, moderate-to-vigorous physical activity, secondary school students

Hrčak ID: 221045

URI
https://hrcak.srce.hr/221045

Posjeta: 59 *