The Processes by Which Perceived Autonomy Support in Physical Education Promotes Leisure-Time Physical Activity Intentions and Behavior: A Trans-Contextual Model.
Abstract
The trans-contextual model proposes that young people's perceived autonomy support in physical education will affect their perceived locus of causality, intentions, and physical activity behavior in leisure time. High school students completed measures of perceived autonomy support and perceived locus of causality in physical education. One week later, participants' perceived locus of causality and constructs from the theory of planned behavior were assessed in leisure time. Leisure-time physical activity behavior was measured 5 weeks later. Perceived autonomy support in physical education affected leisure-time physical activity directly and indirectly through a motivational sequence involving internal perceived locus of causality, attitudes, perceived behavioral control, and intentions. Results support the trans-contextual model indicating that perceived autonomy support in an educational context influences motivation in a leisure-time context.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Common features of PE teacher practice, such as using controlling language or using exercise as punishment, can have immediate and long-term impacts on students' motivation to be active.
“Common features of PE teacher practice, such as using controlling language (e.g., terms like ‘must’, ‘should’ or ‘have to’ that convey pressure and/or coerce individuals to act in ways that are inconsistent with their sense of self), or using exercise as punishment, can have immediate and long-term impacts on students’ motivation to be active [25–29].”
Cites
Hu, L., & Bentler, P. M. (1999) · Structural Equation Modeling A Multidisciplinary Journal · doi:10.1080/10705519909540118 · Cited by 108,788 · see citing works
The theory of planned behavior
Ajzen, I. (1991) · Organizational Behavior and Human Decision Processes · doi:10.1016/0749-5978(91)90020-t · Cited by 90,587 · see citing works
The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior
Deci, E. L., & Ryan, R. M. (2000) · Psychological Inquiry · doi:10.1207/s15327965pli1104_01 · Cited by 34,210 · see citing works
From Intentions to Actions: A Theory of Planned Behavior
Ajzen, I. (1985) · Action Control · doi:10.1007/978-3-642-69746-3_2 · Cited by 19,057 · see citing works
Efficacy of the Theory of Planned Behaviour: A meta‐analytic review
Armitage, C. J., & Conner, M. (2001) · British Journal of Social Psychology · doi:10.1348/014466601164939 · Cited by 9,970 · see citing works
Classrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468 · see citing works
Effects of externally mediated rewards on intrinsic motivation.
Deci, E. L. (1971) · Journal of Personality and Social Psychology · doi:10.1037/h0030644 · Cited by 4,170 · see citing works
Lepper, M. R., Greene, D., & Nisbett, R. E. (1973) · Journal of Personality and Social Psychology · doi:10.1037/h0035519 · Cited by 2,471 · cited 1× · see citing works
“Following this, the hypothesized links among perceived autonomy support, motivation, and behavior have been supported empirically (e.g., Lepper & Greene, 1975; Lepper, Greene, & Nisbett, 1973 ).”
BackgroundWhat is satisfying about satisfying events? Testing 10 candidate psychological needs.
Sheldon, K. M., Elliot, A. J., Kim, Y., & Kasser, T. (2001) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.80.2.325 · Cited by 1,694 · see citing works
Residual Effects of Past on Later Behavior: Habituation and Reasoned Action Perspectives
Ajzen, I. (2002) · Personality and Social Psychology Review · doi:10.1207/s15327957pspr0602_02 · Cited by 1,249 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
The motivational pull of video games: a self-determination theory approach
Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006) · Motivation and Emotion · doi:10.1007/s11031-006-9051-8 · Cited by 3,332 · see citing works
Facilitating optimal motivation and psychological well-being across life's domains.
Deci, E. L., & Ryan, R. M. (2008) · Canadian Psychology / Psychologie canadienne · doi:10.1037/0708-5591.49.1.14 · Cited by 2,900 · see citing works
Chatzisarantis, N. L. D., & Hagger, M. S. (2009) · Psychology & Health · doi:10.1080/08870440701809533 · Cited by 511 · see citing works
Self-citationThe Psychological Need Satisfaction in Exercise Scale
Wilson, P. M., Rogers, W. T., Rodgers, W. M., & Wild, T. C. (2006) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.28.3.231 · Cited by 452 · see citing works
Mata, J., Silva, M. N., Vieira, P. N., Carraça, E. V., Andrade, A. M., Coutinho, S. R., Sardinha, L. B., & Teixeira, P. J. (2009) · Health Psychology · doi:10.1037/a0016764 · Cited by 390 · see citing works
Morton, K. L., Atkin, A. J., Corder, K., Suhrcke, M., & van Sluijs, E. M. F. (2016) · Obesity Reviews · doi:10.1111/obr.12352 · Cited by 325 · see citing works
Hagger, M. S., Chatzisarantis, N. L. D., Barkoukis, V., Wang, C. K. J., & Baranowski, J. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.3.376 · Cited by 317 · see citing works
Self-citationSelf-determination theory and the psychology of exercise
Hagger, M., & Chatzisarantis, N. (2008) · International Review of Sport and Exercise Psychology · doi:10.1080/17509840701827437 · Cited by 305 · see citing works
Self-citationChange in Physical Education Motivation and Physical Activity Behavior during Middle School
Cox, A. E., Smith, A. L., & Williams, L. (2008) · Journal of Adolescent Health · doi:10.1016/j.jadohealth.2008.04.020 · Cited by 272 · see citing works
Lim, B. S. C., & Wang, C. K. J. (2009) · Psychology of Sport and Exercise · doi:10.1016/j.psychsport.2008.06.003 · Cited by 229 · see citing works
Lubans, D. R., Lonsdale, C., Cohen, K., Eather, N., Beauchamp, M. R., Morgan, P. J., Sylvester, B. D., & Smith, J. J. (2017) · International Journal of Behavioral Nutrition and Physical Activity · doi:10.1186/s12966-017-0479-x · Cited by 180 · see citing works
Hagger, M. S., Sultan, S., Hardcastle, S. J., & Chatzisarantis, N. L. D. (2015) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2014.12.002 · Cited by 171 · see citing works
Self-citationHow, Y. M., Whipp, P., Dimmock, J., & Jackson, B. (2013) · Journal of Teaching in Physical Education · doi:10.1123/jtpe.32.2.131 · Cited by 97 · see citing works
Brickell, T. A., & Chatzisarantis, N. L. D. (2007) · Psychology of Sport and Exercise · doi:10.1016/j.psychsport.2006.11.001 · Cited by 62 · see citing works
Self-citationSlingerland, M., Haerens, L., Cardon, G., & Borghouts, L. (2014) · European Physical Education Review · doi:10.1177/1356336x13496000 · Cited by 56 · see citing works
The Influence of the Social Context on Students In-Class Physical Activity
Perlman, D. (2013) · Journal of Teaching in Physical Education · doi:10.1123/jtpe.32.1.46 · Cited by 47 · see citing works
University students exercise behavioral regulation, motives, and physical fitness
Sibley, B. A., Hancock, L., & Bergman, S. M. (2013) · Perceptual and Motor Skills · doi:10.2466/06.10.pms.116.1.322-339 · Cited by 41 · see citing works
- Authors
- Hagger, M. S., Chatzisarantis, N. L. D., Culverhouse, T., & Biddle, S. J. H.
- Affiliations
- University of Essex (GB)
- University of Exeter (GB)
- Brunel University of London (GB)
- Loughborough University (GB)
- Venue
- Journal of Educational Psychology
- Published
- 2003-12
- Volume
- 95
- Issue
- 4
- Pages
- 784-795
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2135267497
- Cited by
- 570
- References
- 10
- Citations by year
- 2026: 21 · 2025: 25 · 2024: 17 · 2023: 18 · 2022: 24 · 2021: 30 · 2020: 38 · 2019: 34 · 2018: 28 · 2017: 26 · 2016: 23 · 2015: 44 · 2014: 20 · 2013: 44 · 2012: 32
- FWCI
- 11.64
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Victoria University Research Repository (Victoria University) (submittedVersion)
- The HKU Scholars Hub (University of Hong Kong) (submittedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
- Health Sciences › Medicine › Physiology › Physical Activity and Health
- Keywords
- perceived autonomy support, physical education, leisure-time physical activity, trans-contextual model, locus of causality, theory of planned behavior, physical activity intention, motivation, high school students, attitudes, perceived behavioral control
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
