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Understanding Physical Activity Intentions in Physical Education Context: A Multi-Level Analysis from the Self-Determination Theory

Author

Listed:
  • David Sánchez-Oliva

    (Faculty of Sport Science, University of Extremadura, 10003 Cáceres, Spain)

  • Athanasios Mouratidis

    (Department of Psychology, Bilkent University, Ankara 06800, Turkey)

  • Francisco M. Leo

    (Faculty of Teaching Education, University of Extremadura, 10003 Cáceres, Spain)

  • José L. Chamorro

    (Faculty of Sport Sciences, Universidad Europea de Madrid, 28670 Madrid, Spain)

  • Juan J. Pulido

    (Faculty of Sport Science, University of Extremadura, 10003 Cáceres, Spain)

  • Tomás García-Calvo

    (Faculty of Sport Science, University of Extremadura, 10003 Cáceres, Spain)

Abstract

Using self-determination theory as a framework, we aimed to study the relationships between perceived need support and need satisfaction with self-determined motivation and extracurricular physical activity intentions in the physical education (PE) classroom, including sex and out-of-school sport participation as moderators. Additionally, we aimed to test whether a need-supportive classroom environment in PE moderates these associations. Participants were 1259 students (556 males) aged between 12 to 16 years (Mage = 13.46 years; SD = 0.74) from 77 PE classes. At the student level we found (a) need satisfaction to predict positively autonomous motivation and negatively amotivation, and (b) autonomous motivation to predict positively and amotivation to predict negatively intentions to undertake extracurricular physical activities. At the classroom level, in need-supportive classes males benefit more than females in terms of increased autonomous motivation while females benefit more than males in terms of decreased amotivation. Finally, class-level perceived need support moderated (i.e., attenuated) the negative association between need satisfaction and amotivation and between amotivation and intentions. These results suggest a buffering role that a need-supportive classroom environment may have on students’ motivation and behavior.

Suggested Citation

  • David Sánchez-Oliva & Athanasios Mouratidis & Francisco M. Leo & José L. Chamorro & Juan J. Pulido & Tomás García-Calvo, 2020. "Understanding Physical Activity Intentions in Physical Education Context: A Multi-Level Analysis from the Self-Determination Theory," IJERPH, MDPI, vol. 17(3), pages 1-14, January.
  • Handle: RePEc:gam:jijerp:v:17:y:2020:i:3:p:799-:d:313627
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    Citations

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    Cited by:

    1. Antonio Granero-Gallegos, 2020. "New Developments in Physical Education and Sport," IJERPH, MDPI, vol. 17(24), pages 1-9, December.
    2. Nele Van Doren & Katrien De Cocker & Tom De Clerck & Arwen Vangilbergen & Ruben Vanderlinde & Leen Haerens, 2021. "The Relation between Physical Education Teachers’ (De-)Motivating Style, Students’ Motivation, and Students’ Physical Activity: A Multilevel Approach," IJERPH, MDPI, vol. 18(14), pages 1-17, July.

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