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Uncovering the Role of Mindfulness in Autonomous Motivation across Physical Education and Leisure Time: Extending the Trans-Contextual Model

Author

Listed:
  • Djenna Hutmacher

    (Department of Behavioural and Cognitive Sciences, University of Luxembourg, Campus Belval, 11, Porte des Sciences, L-4366 Esch-sur-Alzette, Luxembourg)

  • Melanie Eckelt

    (Department of Education and Social Work, University of Luxembourg, Campus Belval, 11, Porte des Sciences, L-4366 Esch-sur-Alzette, Luxembourg)

  • Andreas Bund

    (Department of Education and Social Work, University of Luxembourg, Campus Belval, 11, Porte des Sciences, L-4366 Esch-sur-Alzette, Luxembourg)

  • André Melzer

    (Department of Behavioural and Cognitive Sciences, University of Luxembourg, Campus Belval, 11, Porte des Sciences, L-4366 Esch-sur-Alzette, Luxembourg)

  • Georges Steffgen

    (Department of Behavioural and Cognitive Sciences, University of Luxembourg, Campus Belval, 11, Porte des Sciences, L-4366 Esch-sur-Alzette, Luxembourg)

Abstract

Mindfulness is assumed to foster the ability to consistently act in line with one’s authentic self; a skill which has been found to enhance students’ autonomous motivated behavior in the educational context. However, evidence regarding how mindfulness can be integrated into existing conceptual frameworks such as the trans-contextual model is scarce. Therefore, the present study aimed to evaluate the role of mindfulness in students’ autonomous motivation in the school and leisure time contexts. Overall, N = 1877 students ( M = 14.74 years, SD = 2.63) indicated their self-reported mindfulness, their perceived need for support in physical education, their autonomous motivation during physical education and leisure time, as well as their perceived behavioral control, attitude, subjective norm, and intention toward physical activity. Physical activity was additionally measured physiologically for n = 240 students using accelerometers. Path model analyses revealed that the inclusion of mindfulness substantially improved the trans-contextual model fit. Perceived autonomy support positively predicted mindfulness, which, in turn, predicted autonomous motivation in physical education and leisure time, attitude, subjective norm, and perceived behavioral control. Furthermore, mediation analyses revealed the significant indirect effects of mindfulness on physiological and self-reported physical activity. Based on these results, mindfulness can be considered a key factor in fostering students’ motivation to become physically active.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:20:p:12999-:d:938679
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    References listed on IDEAS

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    1. Ajzen, Icek, 1991. "The theory of planned behavior," Organizational Behavior and Human Decision Processes, Elsevier, vol. 50(2), pages 179-211, December.
    2. Richard M. Ryan & Veronika Huta & Edward Deci, 2008. "Living well: a self-determination theory perspective on eudaimonia," Journal of Happiness Studies, Springer, vol. 9(1), pages 139-170, January.
    3. 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.
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