The Processes by Which Perceived Autonomy Support in Physical Education Promotes Leisure-Time Physical Activity Intentions and Behavior: A Trans-Contextual Model.

• Martin S. Hagger ^[3] ; Nikos L. D. Chatzisarantis ^[1] ; Trudi Culverhouse ^[2] ; J. H. Stuart
  1. [1] Curtin University

     Curtin University

     Australia

     
  2. [2] Brunel University London

     Brunel University London

     Hillingdon, Reino Unido

     
  3. [3] University of California, Merced. Department of Psychology

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• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 4, 2003, págs. 784-795
• Idioma: inglés
• DOI: 10.1037/0022-0663.95.4.784
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• Dialnet Métricas: 38 Citas
• Resumen

  • The trans-contextual model proposes that young people's perceived autonomy support in physical education will affect their perceived locus of causality, intentions, and physical activity behavior in leisure time. High school students completed measures of perceived autonomy support and perceived locus of causality in physical education. One week later, participants' perceived locus of causality and constructs from the theory of planned behavior were assessed in leisure time. Leisure-time physical activity behavior was measured 5 weeks later. Perceived autonomy support in physical education affected leisure-time physical activity directly and indirectly through a motivational sequence involving internal perceived locus of causality, attitudes, perceived behavioral control, and intentions. Results support the trans-contextual model indicating that perceived autonomy support in an educational context influences motivation in a leisure-time context. (PsycINFO Database Record (c) 2016 APA, all rights reserved)