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

Author

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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)

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.

Suggested Citation

  • Djenna Hutmacher & Melanie Eckelt & Andreas Bund & Georges Steffgen, 2020. "Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach," IJERPH, MDPI, vol. 17(19), pages 1-18, October.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:19:p:7258-:d:423688
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    References listed on IDEAS

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    Cited by:

    1. George Danut Mocanu & Gabriel Murariu & Dan Munteanu, 2021. "The Influence of Socio-Demographic Factors on the Forms of Leisure for the Students at the Faculty of Physical Education and Sports," IJERPH, MDPI, vol. 18(23), pages 1-24, November.
    2. Armando Cocca & Nellie Veulliet & Martin Niedermeier & Clemens Drenowatz & Michaela Cocca & Klaus Greier & Gerhard Ruedl, 2022. "Psychometric Parameters of the Intrinsic Motivation Inventory Adapted to Physical Education in a Sample of Active Adults from Austria," Sustainability, MDPI, vol. 14(20), pages 1-12, October.
    3. Antonio Granero-Gallegos, 2020. "New Developments in Physical Education and Sport," IJERPH, MDPI, vol. 17(24), pages 1-9, December.
    4. Djenna Hutmacher & Melanie Eckelt & Andreas Bund & André Melzer & Georges Steffgen, 2022. "Uncovering the Role of Mindfulness in Autonomous Motivation across Physical Education and Leisure Time: Extending the Trans-Contextual Model," IJERPH, MDPI, vol. 19(20), pages 1-19, October.

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