The DOI matches its Crossref record; 48 of the 48 references it cites were found in a registry or an index.
A Prospective Study of Participation in Optional School Physical Education Using a Self-Determination Theory Framework.
Abstract
This study examined whether contextual and personal motivational variables, taken from self determination \ntheory, could predict student cognitive and affective experiences in school physical education (PE), as well as participation in optional PE in the following school year. Structural equation modeling analysis with a sample of 302 British adolescents showed that need support provided by the PE teachers was related to student need satisfaction, which in turn predicted self-determined motivation. The latter predicted directly various motivational indices and indirectly future participation in optional PE. Furthermore, multivariate analysis of variance tests showed that those who opted for PE (n 171), compared with those who did not (n 131), reported more positive motivational experiences in the previous school year. The findings call for the promotion of self-determined motivation in PE in order to enhance student positive experiences and participation rates.
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Cites
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Advances In Experimental Social Psychology
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Intrinsic Motivation and Self-Determination in Human Behavior
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Classrooms: Goals, structures, and student motivation.
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Practical issues in structural modeling
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-Handbook of Self-Determination Research by Edward L. Deci and Richard M. Ryan (Editors)
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Handbook of Self-Determination Research
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Cited by
Self-determination theory applied to physical education: A systematic review and meta-analysis.
Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R. M., et al. (2020) · Journal of Educational Psychology · doi:10.1037/edu0000420 · Cited by 811
Self-citationHaerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015) · Psychology of Sport and Exercise · doi:10.1016/j.psychsport.2014.08.013 · Cited by 747
Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009) · Journal of Educational Psychology · doi:10.1037/a0014241 · Cited by 713
Hagger, M. S., & Chatzisarantis, N. L. D. (2009) · British Journal of Health Psychology · doi:10.1348/135910708x373959 · Cited by 538
Chatzisarantis, N. L. D., & Hagger, M. S. (2009) · Psychology & Health · doi:10.1080/08870440701809533 · Cited by 511
Metadata
- Authors
- Ntoumanis, N.
- Venue
- Journal of Educational Psychology
- Published
- 2005-08
- Volume
- 97
- Issue
- 3
- Pages
- 444-453
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2163493036
- Cited by
- 746
- References
- 48
- FWCI
- 18.93
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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