Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach
Abstract
:1. Introduction
1.1. Assumption 1: The Students’ Perceived Basic Needs Support by the Teacher Influences the Students’ Motivation in PE
1.2. Assumption 2: School-Related PE Motivation Persists in an Out-of-School (LT) Context
1.3. Assumption 3: Motivation in LT Influences Physical Activity Behavior in LT
2. Methods
2.1. Participants
2.2. Measures
2.3. Procedure
2.4. Statistical Analysis
3. Results
3.1. Preliminary Analysis
3.2. Assumption 1: The Students’ Perceived Basic Needs Support by the Teacher Influences the Students’ Motivation in PE
3.3. Assumption 2: School-Related PE Motivation Persists in an Out-of-School (LT) Context
3.4. Assumption 3: Motivation in LT Influences Physical Activity Behavior in LT
4. Discussion
Limitations and Suggestions for Future Research
5. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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M | SD | 1. | 2. | 3. | 4. | 5. | 6. | 7. | 8. | 9. | 10. | 11. | 12. | 13. | 14. | 15. | 16. | 17. | 18. | |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1. Amotivation (PE) | 2.31 | 1.35 | ‒ | |||||||||||||||||
2. External Regulation (PE) | 3.50 | 1.53 | 0.50 * | ‒ | ||||||||||||||||
3. Introjected Regulation (PE) | 3.21 | 1.58 | 0.27 * | 0.50 * | ‒ | |||||||||||||||
4. Identified Regulation (PE) | 5.13 | 1.41 | −0.35 * | −0.04 | 0.24 * | ‒ | ||||||||||||||
5. Intrinsic Motivation (PE) | 5.20 | 1.37 | −0.45 * | −0.18 * | 0.12 * | 0.73 * | ‒ | |||||||||||||
6. Amotivation (LT) | 2.12 | 1.40 | 0.51 * | 0.33 * | 0.24 * | −0.12 * | −0.20 * | ‒ | ||||||||||||
7. External Regulation (LT) | 2.83 | 1.52 | 0.23 * | 0.30 * | 0.39 * | 0.16 * | 0.08 * | 0.46 * | ‒ | |||||||||||
8. Introjected Regulation (LT) | 3.64 | 1.62 | 0.01 | 0.16 * | 0.36 * | 0.31 * | 0.23 * | 0.12 * | 0.42 * | ‒ | ||||||||||
9. Identified Regulation (LT) | 5.06 | 1.29 | −0.30 * | −0.11 * | 0.10 * | 0.50 * | 0.49 * | −0.27 * | 0.12 * | 0.46 * | ‒ | |||||||||
10. Intrinsic Motivation (LT) | 5.37 | 1.40 | −0.37 * | −0.19 * | 0.02 | 0.50 * | 0.58 * | −0.34 * | 0.03 | 0.31 * | 0.80 * | ‒ | ||||||||
11. Autonomy support (PE) | 5.00 | 1.10 | −0.25 * | −0.03 | 0.07 * | 0.50 * | 0.48 * | −0.06 * | 0.13 * | 0.19 * | 0.36 * | 0.38 * | ‒ | |||||||
12. Relatedness support (PE) | 5.37 | 1.12 | −0.26 * | −0.06 * | 0.04 | 0.45 * | 0.48 * | −0.13 * | 0.04 | 0.12 * | 0.34 * | 0.38 * | 0.82 * | ‒ | ||||||
13. Competence support (PE) | 5.38 | 1.20 | −0.29 * | −0.06 * | 0.04 | 0.50 * | 0.50 * | −0.12 * | 0.06 * | 0.16 * | 0.37 * | 0.39 * | 0.82 * | 0.81 * | ‒ | |||||
14. Attitudes | 5.64 | 1.21 | −0.31 * | −0.21 * | −0.06 * | 0.33 * | 0.38 * | −0.28 * | −0.06 * | 0.12 * | 0.45 * | 0.52 * | 0.25 * | 0.24 * | 0.26 * | ‒ | ||||
15. Subjective norms | 4.72 | 1.57 | 0.02 | 0.10 * | 0.20 * | 0.25 * | 0.19 * | 0.17 * | 0.43 * | 0.31 * | 0.26 * | 0.20 * | 0.25 * | 0.20 * | 0.20 * | 0.19 * | ‒ | |||
16. Perceived control | 5.23 | 1.36 | −0.17 * | −0.09 * | −0.01 | 0.31 * | 0.31 * | −0.13 * | −0.002 | 0.18 * | 0.43 * | 0.47 * | 0.32 * | 0.30 * | 0.30 * | 0.39 * | 0.22 * | ‒ | ||
17. Intentions | 4.27 | 1.64 | −0.21 * | −0.14 * | 0.03 | 0.37 * | 0.35 * | −0.18 * | 0.08 * | 0.26 * | 0.58 * | 0.56 * | 0.28 * | 0.26 * | 0.28 * | 0.48 * | 0.23 * | 0.54 * | ‒ | |
18. Physical activity (LT) | 3.17 | 1.90 | −0.17 * | −0.14 * | −0.02 | 0.21 * | 0.24 * | −0.17 * | −0.02 | 0.13 * | 0.42 * | 0.43 * | 0.18 * | 0.18 * | 0.20 * | 0.33 * | 0.10 * | 0.40 * | 0.62 * | ‒ |
Intrinsic Motivation | Identified Regulation | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
Fixed Effects | Estimate | SE | β | t | p | Estimate | SE | β | t | p |
Intercept | 1.76 | 0.22 | 0.00 | 7.94 | <0.001 | 1.56 | 0.16 | 0.00 | 9.69 | <0.001 |
Autonomy support | 0.16 | 0.03 | 0.13 | 6.24 | <0.001 | 0.19 | 0.03 | 0.14 | 6.91 | <0.001 |
Relatedness support | 0.19 | 0.03 | 0.16 | 6.63 | <0.001 | 0.08 | 0.03 | 0.07 | 2.61 | <0.01 |
Competence support | 0.30 | 0.03 | 0.27 | 11.19 | <0.001 | 0.40 | 0.03 | 0.35 | 13.70 | <0.001 |
Random Effects | Variance | SD | Variance | SD | ||||||
Time | 0.65 | 0.81 | 0.63 | 0.79 | ||||||
Age | 0.05 | 0.23 | 0.06 | 0.24 | ||||||
Sex | 0.06 | 0.25 | 0.01 | 0.11 | ||||||
Observations | 3362 | 3362 | ||||||||
Marginal R2 | 0.26 | 0.27 | ||||||||
Conditional R2 | 0.67 | 0.61 |
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Hutmacher, D.; Eckelt, M.; Bund, A.; Steffgen, G. Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach. Int. J. Environ. Res. Public Health 2020, 17, 7258. https://doi.org/10.3390/ijerph17197258
Hutmacher D, Eckelt M, Bund A, Steffgen G. Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach. International Journal of Environmental Research and Public Health. 2020; 17(19):7258. https://doi.org/10.3390/ijerph17197258
Chicago/Turabian StyleHutmacher, Djenna, Melanie Eckelt, Andreas Bund, and Georges Steffgen. 2020. "Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach" International Journal of Environmental Research and Public Health 17, no. 19: 7258. https://doi.org/10.3390/ijerph17197258