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Associations between Perceived Teacher Autonomy Support, Self-Determined Motivation, Physical Activity Habits and Non-Participation in Physical Education in a Sample of Lithuanian Adolescents

In this cross-sectional study, we tested the associations between teacher autonomy support, self-determined motivation for physical education (PE), physical activity habits and non-participation in physical education in a sample of adolescents. A total of 715 adolescents (of whom 371 (51.89%) were g...

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Autores principales: Jankauskiene, Rasa, Urmanavicius, Danielius, Baceviciene, Migle
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9495715/
https://www.ncbi.nlm.nih.gov/pubmed/36135118
http://dx.doi.org/10.3390/bs12090314
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author Jankauskiene, Rasa
Urmanavicius, Danielius
Baceviciene, Migle
author_facet Jankauskiene, Rasa
Urmanavicius, Danielius
Baceviciene, Migle
author_sort Jankauskiene, Rasa
collection PubMed
description In this cross-sectional study, we tested the associations between teacher autonomy support, self-determined motivation for physical education (PE), physical activity habits and non-participation in physical education in a sample of adolescents. A total of 715 adolescents (of whom 371 (51.89%) were girls) participated. The ages ranged from 14 to 18 years, with mean ages of 16.00 (SD = 0.79) for girls and 15.99 (SD = 0.75) for boys. The study questionnaire consisted of demographic questions and the Learning Climate Questionnaire, Revised Perceived Locus of Causality in Physical Education Questionnaire, Behavioural Regulation in Exercise Questionnaire 2, Self-Report Habit Index for Physical Activity, Godin Leisure-Time Exercise Questionnaire, Rosenberg Self-Esteem Scale, perceived physical fitness and frequency of non-participation in PE classes. The results showed that perceived teacher autonomy support was directly positively associated with physical activity habits and negatively with non-participation in physical education classes. Autonomous motivation for PE was a mediator between perceived teacher autonomy support and physical activity habits, meaning that higher autonomous motivation was related to higher physical activity habits. Motivation for PE was also a mediator between teacher autonomy support and non-participation in PE. Higher autonomous motivation for PE was associated with less frequent non-participation in PE classes. The findings can inform PE teachers’ practice by showing that supporting students’ autonomy and strengthening their self-determined motivation can facilitate increased participation in PE classes and the formation of students’ physical activity habits.
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spelling pubmed-94957152022-09-23 Associations between Perceived Teacher Autonomy Support, Self-Determined Motivation, Physical Activity Habits and Non-Participation in Physical Education in a Sample of Lithuanian Adolescents Jankauskiene, Rasa Urmanavicius, Danielius Baceviciene, Migle Behav Sci (Basel) Article In this cross-sectional study, we tested the associations between teacher autonomy support, self-determined motivation for physical education (PE), physical activity habits and non-participation in physical education in a sample of adolescents. A total of 715 adolescents (of whom 371 (51.89%) were girls) participated. The ages ranged from 14 to 18 years, with mean ages of 16.00 (SD = 0.79) for girls and 15.99 (SD = 0.75) for boys. The study questionnaire consisted of demographic questions and the Learning Climate Questionnaire, Revised Perceived Locus of Causality in Physical Education Questionnaire, Behavioural Regulation in Exercise Questionnaire 2, Self-Report Habit Index for Physical Activity, Godin Leisure-Time Exercise Questionnaire, Rosenberg Self-Esteem Scale, perceived physical fitness and frequency of non-participation in PE classes. The results showed that perceived teacher autonomy support was directly positively associated with physical activity habits and negatively with non-participation in physical education classes. Autonomous motivation for PE was a mediator between perceived teacher autonomy support and physical activity habits, meaning that higher autonomous motivation was related to higher physical activity habits. Motivation for PE was also a mediator between teacher autonomy support and non-participation in PE. Higher autonomous motivation for PE was associated with less frequent non-participation in PE classes. The findings can inform PE teachers’ practice by showing that supporting students’ autonomy and strengthening their self-determined motivation can facilitate increased participation in PE classes and the formation of students’ physical activity habits. MDPI 2022-08-30 /pmc/articles/PMC9495715/ /pubmed/36135118 http://dx.doi.org/10.3390/bs12090314 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Jankauskiene, Rasa
Urmanavicius, Danielius
Baceviciene, Migle
Associations between Perceived Teacher Autonomy Support, Self-Determined Motivation, Physical Activity Habits and Non-Participation in Physical Education in a Sample of Lithuanian Adolescents
title Associations between Perceived Teacher Autonomy Support, Self-Determined Motivation, Physical Activity Habits and Non-Participation in Physical Education in a Sample of Lithuanian Adolescents
title_full Associations between Perceived Teacher Autonomy Support, Self-Determined Motivation, Physical Activity Habits and Non-Participation in Physical Education in a Sample of Lithuanian Adolescents
title_fullStr Associations between Perceived Teacher Autonomy Support, Self-Determined Motivation, Physical Activity Habits and Non-Participation in Physical Education in a Sample of Lithuanian Adolescents
title_full_unstemmed Associations between Perceived Teacher Autonomy Support, Self-Determined Motivation, Physical Activity Habits and Non-Participation in Physical Education in a Sample of Lithuanian Adolescents
title_short Associations between Perceived Teacher Autonomy Support, Self-Determined Motivation, Physical Activity Habits and Non-Participation in Physical Education in a Sample of Lithuanian Adolescents
title_sort associations between perceived teacher autonomy support, self-determined motivation, physical activity habits and non-participation in physical education in a sample of lithuanian adolescents
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9495715/
https://www.ncbi.nlm.nih.gov/pubmed/36135118
http://dx.doi.org/10.3390/bs12090314
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