Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach

Djenna Hutmacher, Melanie Eckelt, Andreas Bund and Georges Steffgen
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Djenna Hutmacher: Department of Behavioural and Cognitive Sciences, University of Luxembourg, Campus Belval, 11, Porte des Sciences, Esch-sur-Alzette, L-4366 Luxembourg, Luxembourg
Melanie Eckelt: Department of Education and Social Work, University of Luxembourg, Campus Belval, 11, Porte des Sciences, Esch-sur-Alzette, L-4366 Luxembourg, Luxembourg
Andreas Bund: Department of Education and Social Work, University of Luxembourg, Campus Belval, 11, Porte des Sciences, Esch-sur-Alzette, L-4366 Luxembourg, Luxembourg
Georges Steffgen: Department of Behavioural and Cognitive Sciences, University of Luxembourg, Campus Belval, 11, Porte des Sciences, Esch-sur-Alzette, L-4366 Luxembourg, Luxembourg

IJERPH, 2020, vol. 17, issue 19, 1-18

Abstract: Previous research based on the trans-contextual model proposes that autonomous motivation in physical education (PE) is transferable to an out-of-school leisure-time (LT) context. However, only cross-sectional and unidirectional analyses have been conducted. The present study used a longitudinal design assessing N = 1681 students ( M = 14.68 years) on two occasions, measuring the following constructs: perceived need for support in PE, motivational regulation during PE and LT, attitude, subjective norm, perceived behavioral control, intention, and physical activity behavior. Findings based on mixed effect models revealed that autonomy, competence, and relatedness support of the PE teacher were positively related to autonomous motivation. Moreover, similar motivational regulation types were found to significantly cross-lag across contexts. Through longitudinal mediation analyses, further support for the impact of autonomous motivation on physical activity, mediated by intention, attitude, and perceived behavioral control, was found. Suggestions for educational stakeholders regarding how to promote students’ autonomous motivation are provided.

Keywords: self-determination theory; physical activity; physical education; trans-contextual education; longitudinal design (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

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