Cargando…

The Effect of Teacher Autonomy Support on Leisure-Time Physical Activity via Cognitive Appraisals and Achievement Emotions: A Mediation Analysis Based on the Control-Value Theory

Analyzing students’ emotional experience in physical education (PE) is of crucial importance as it may fill an important gap in research examining the role of PE for students’ leisure-time physical activity (PA). Based on the control-value theory of achievement emotions, the purpose of this study wa...

Descripción completa

Detalles Bibliográficos
Autores principales:	Zimmermann, Julia, Tilga, Henri, Bachner, Joachim, Demetriou, Yolanda
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	MDPI 2021
Materias:	Article
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8070009/ https://www.ncbi.nlm.nih.gov/pubmed/33920112 http://dx.doi.org/10.3390/ijerph18083987

Ejemplares similares

The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students
por: Zimmermann, Julia, et al.
Publicado: (2020)

Perceived teacher autonomy support for adolescents’ reading achievement: The mediation roles of control-value appraisals and emotions
por: Wang, Meishu, et al.
Publicado: (2022)

Perceived Controlling Behaviors of Physical Education Teachers and Objectively Measured Leisure-Time Physical Activity in Adolescents
por: Koka, Andre, et al.
Publicado: (2019)

Perceived Physical Education Teachers’ Controlling Behaviour and Students’ Physical Activity during Leisure Time—The Dark Side of the Trans-Contextual Model of Motivation
por: Viksi, Andres, et al.
Publicado: (2022)

Detrimental Effect of Perceived Controlling Behavior from Physical Education Teachers on Students’ Leisure-Time Physical Activity Intentions and Behavior: An Application of the Trans-Contextual Model
por: Koka, Andre, et al.
Publicado: (2020)

A school-based intervention based on self-determination theory to promote girls' physical activity: study protocol of the CReActivity cluster randomised controlled trial
por: Demetriou, Yolanda, et al.
Publicado: (2019)

Editorial: Family and school-based interventions to increase adolescents' leisure-time physical activity
por: Tilga, Henri, et al.
Publicado: (2023)

Effects of Autonomy Support and Emotion Regulation on Teacher Burnout in the Era of the COVID-19 Pandemic
por: Chang, Mei-Lin, et al.
Publicado: (2022)

Learner autonomy, teacher autonomy : future directions /
Publicado: (2000)

The Importance of Coaches’ Autonomy Support in the Leisure Experience and Well-Being of Young Footballers
por: Balaguer, Isabel, et al.
Publicado: (2018)

Radical appraisal in support of archival autonomy for animal rights activism
por: Jarvie, Katherine, et al.
Publicado: (2021)

Accelerometer-Measured Physical Activity and Sedentary Behavior Levels and Patterns in Female Sixth Graders: The CReActivity Project
por: Bachner, Joachim, et al.
Publicado: (2020)

Fostering Need-Supportive Behaviors in Physical Education Teachers and Parents: A Cluster Randomized Controlled Trial Study Protocol of a Web-Based Intervention on Secondary School Students’ Physical Activity
por: Meerits, Pille-Riin, et al.
Publicado: (2022)

The impact of motivation and teachers’ autonomy support on children’s executive functions
por: Sosic-Vasic, Zrinka, et al.
Publicado: (2015)

The Role of Teacher Autonomy Support on Students’ Academic Engagement and Resilience
por: Ma, Qiangqiang
Publicado: (2021)

HOW to be an autonomy-supportive medical teacher: Five practical recommendations
por: Bendari Yakout, Osama Mahmoud
Publicado: (2022)

Shields for Emotional Well-Being in Chinese Adolescents Who Switch Schools: The Role of Teacher Autonomy Support and Grit
por: Lan, Xiaoyu, et al.
Publicado: (2019)

Teacher’s Autonomy Support and Engagement in Math: Multiple Mediating Roles of Self-efficacy, Intrinsic Value, and Boredom
por: Wang, Jia, et al.
Publicado: (2017)

Teacher Mindsets Concerning the Malleability of Intelligence and the Appraisal of Achievement in the Context of Feedback
por: De Kraker-Pauw, Emmy, et al.
Publicado: (2017)

Multi-level validation of the German physical activity self-efficacy scale in a sample of female sixth-graders
por: Bachner, Joachim, et al.
Publicado: (2020)

The German Basic Psychological Needs Satisfaction in Physical Education Scale: Adaption and Multilevel Validation in a Sample of Sixth-Grade Girls
por: Sturm, David J., et al.
Publicado: (2020)

Effects of a Sports-Oriented Primary School on Students’ Physical Literacy and Cognitive Performance
por: Demetriou, Yolanda, et al.
Publicado: (2018)

Internalization of Mastery Goals: The Differential Effect of Teachers’ Autonomy Support and Control
por: Benita, Moti, et al.
Publicado: (2021)

Effect of a Physical Education Teacher’s Autonomy Support on Self-Esteem in Secondary-School Students: The Mediating Role of Emotional Intelligence
por: Granero-Gallegos, Antonio, et al.
Publicado: (2023)

The Dampening Effects of Perceived Teacher Enthusiasm on Class-Related Boredom: The Mediating Role of Perceived Autonomy Support and Task Value
por: Cui, Guanyu, et al.
Publicado: (2017)

Fostering Students' Autonomy and Engagement in EFL Classroom Through Proximal Classroom Factors: Autonomy-Supportive Behaviors and Student-Teacher Relationships
por: Han, Kunni
Publicado: (2021)

Perceived Teacher Autonomy Support and School Engagement of Tibetan Students in Elementary and Middle Schools: Mediating Effect of Self-Efficacy and Academic Emotions
por: Li, Wei, et al.
Publicado: (2020)

The Role of EFL Teachers' Self-Efficacy and Emotional Resilience in Appraisal of Learners' Success
por: Xue, Yuxiu
Publicado: (2022)

Influence of Psychological Need-Based Teachers’ Autonomy Support on Effectiveness and Engagement in English Learning
por: Liu, Pengkai
Publicado: (2021)

Teachers' autonomy support and student engagement: A systematic literature review of longitudinal studies
por: Yang, Dong, et al.
Publicado: (2022)

The relationship between autonomous motivation and autonomy support in medical students’ academic achievement
por: Feri, Rose, et al.
Publicado: (2016)

Perceived Autonomy Support and Motivation in Young People: A Comparative Investigation of Physical Education and Leisure-Time in Four Countries
por: Soos, Istvan, et al.
Publicado: (2019)

Physical Activity-Related Profiles of Female Sixth-Graders Regarding Motivational Psychosocial Variables: A Cluster Analysis Within the CReActivity Project
por: Bachner, Joachim, et al.
Publicado: (2020)

Differentiated need support by teachers: Student‐specific provision of autonomy and structure and relations with student motivation
por: Domen, Janneke, et al.
Publicado: (2019)

Teacher Autonomy Support in Physical Education Classes as a Predictor of Motivation and Concentration in Mexican Students
por: Maldonado, Erasmo, et al.
Publicado: (2019)

Teacher autonomy support and externalizing problems: Variations based on growth mindset toward personality and ethnicity
por: Ma, Yongfeng, et al.
Publicado: (2022)

Leisure and Procrastination, a Quest for Autonomy in Free Time Investments: Task Avoidance or Accomplishment?
por: Pestana, Jose Vicente, et al.
Publicado: (2020)

How Is Leisure Related to Wellbeing and to Substance Use? The Probable Key Role of Autonomy and Supervision
por: Tomé, Gina, et al.
Publicado: (2023)

Potential connection between positive frustration in family leisure time and the promotion of adolescent autonomy
por: Rivas, Sonia, et al.
Publicado: (2023)

Measuring autonomy support in special needs teachers from a self-determination theory perspective: validation of the Italian version of the learning climate questionnaire
por: Monacis, Domenico, et al.
Publicado: (2023)

Cannot write session to /tmp/vufind_sessions/sess_ir28tk2e6snp7i3dd30h6m16bd