Temporal relationship between intrinsic motivations in physical education and in a leisure-time context

This study examined the temporal relationships between intrinsic motivation in physical education and in leisure time context over two year period. The stability, stationary and cross-lagged effects of the relationship between these variables over the two-year period was tested. Participants, 94 students (37 boys and 57 girls) aged 14–16 years (M14.9±0.90) at the beginning of the study, completed measures of intrinsic motivation in both contexts. The model indicated to the existence of significant impact from intrinsic motivation in physical education on intrinsic motivation in a leisure-time context but not in vice verse. The results showed that the degree of stability in intrinsic motivation in physical education was higher than in leisure time context over two year period. Additionally, the existence of stationary of the relationship between these variables was followed on both timepoints. This study demonstrated that intrinsic motivation in physical education is not affected by the previous intrinsic motivation in leisure time context

Transferring motivation from educational to extramural contexts: A review of the trans-contextual model

A key question for educators is whether teaching styles, methods, and practices not only foster motivation toward, and persistence with, learning activities in the classroom but also in contexts outside of school (Ciani et al. 2010). There is a wealth of evidence in the social psychological literature applied to educational contexts that has indicated that teaching styles and other motivational strategies adopted by social agents like teachers and educators lead to adaptive outcomes within the school context. For example, adopting democratic teaching styles (Tomasetto 2004), fostering mastery oriented motivational climates (Barkoukis et al. 2008), and providing autonomy support (Reeve 2002) are strategies that have been utilised by social agents in educational contexts to promote increased motivation among pupils and students. Overall, the support offered by teachers in the classroom has been shown to have direct effects on pupils’ emotional and motivational responses (e.g. Covington and Dray 2002). Furthermore, the adoption of autonomy-supportive strategies has been associated with numerous adaptive outcomes such as academic achievement (Deci et al. 1991), perceived competence (Harter 1985), deep learning of concepts (Lau et al.2008), and selection of tasks of optimal challenge (Murphy and Thomas 2008). There is also some evidence that such strategies also foster desirable outcomes beyond the classroom, such as engagement in extra-curricular activities (Tomasetto 2004) and studying behaviour (Kolic-Vehovec et al. 2008). This indicates that social agents’ behaviours in educational settings may motivate students to engage in behaviours and activities outside of school that are adaptive in terms of learning and skill development. Such influences likely fulfil a key goal of education to influence educational activities beyond the classroom.In addition, motivating students outside of the classroom will meet educational aims to promote increased transformative experiences (Pugh et al. 2010) and inquisitive behaviours (Yoon 2009) among pupils that assist in the development of flexible, critical, and analytic thinking skills that are generalizable and transferable. It must, however, be stressed that little is known of the processes by which teacher behaviours in educational contexts impact on students motivation and behaviour within the school and, most importantly, outside school. The aim of the present review is to provide an overview of a recently developed motivational model that outlines the processes by which perceptions of social agents’ behaviours that support motivation and learning affect motivation to engage in educational activities in both the classroom and extramural contexts. The model is based on the integration of leading social psychological and motivational theories and not only identifies the important factors and processes involved in trans-contextual motivation, but also provides an impetus for the development of interventions to promote motivation for learning activities in both educational and extramural contexts. After outlining the conceptual and theoretical bases of the model, we review a series of prospective and intervention studies from our laboratory that provides evidence to support its core trans-contextual premises. We also outline how the model serves as a novel basis for educational interventions to enhance motivation among pupils in educational and extramural contexts and the potential of the model to be applied to interventions in diverse educational contexts to promote general educational aims of fostering adaptive outcomes in students outside the classroom

Morphological and genetic relationships of Myosotis laxa ssp. baltica and ssp. caespitosa, and typification of M. laxa ssp. baltica

Intraspecific taxonomy of Myosotis laxa has been unclear for a long time. M. laxa ssp. baltica has been treated as a microendemic taxon of the Baltic Sea region, which has evolved in the Aland Islands and has spread northwards; the spread to southeast has been declared doubtful. Morphologically intermediate individuals between M. l. ssp. caespitosa and M. l. ssp. baltica exist; these have sometimes been classified as M. l. ssp. laxa. The aim of this paper is to clarify phylogenetic relationships between subspecies of M. laxa s.l. Here, M. laxa ssp. baltica is lectotypified. We proved that typical M. l. ssp. baltica does occur in the south-eastern Baltic region, namely in Estonia, using herbarium and freshly collected material. A group of plants were identified as typical M. l. ssp. baltica, but many specimens showed intermediate characters between M. laxa ssp. baltica and ssp. caespitosa. The two subspecies could be clearly differentiated neither by morphological characteristics nor by ITS sequences. M. laxa s. l. appeared to be monophyletic according to the ITS phylogeny. We propose that Myosotis laxa ssp. baltica is a coastal ecotype of Myosotis laxa, which has adapted to the fluctuating conditions of coastal habitats. Genetically, it has not yet evolved into a separate species and therefore it would be reasonable to assign it a rank of variety. However, further investigation including wider taxon and geographical sampling is needed to finally clarify the position of all subspecies

The Perceived Autonomy Support Scale for Exercise Settings (PASSES): Development, Validity and Cross-Cultural Invariance in Young People

Objective: The study aimed to develop a perceived autonomy support scale for exercise settings (PASSES) in young people. Design: Cross-sectional questionnaire survey. Methods: In Study 1,432 school pupils responded to an initial pool of perceived autonomy support items with physical education (PE) teachers as the source of support. The validity of the initial factor structure of the PASSES was evaluated using confirmatory factor analysis. In Study 2, three versions of the PASSES were developed measuring perceived autonomy support from three sources: PE teachers, parents, and peers. British (N=210), Estonian (N=268), and Hungarian (N=235) school pupils completed each version. The proposed model of perceived autonomy support established in Study 1 was tested for structural invariance and mean differences across the three cultures. Results: In Study 1, the deletion of items contributing to model misspecification produced a final 12-item PASSES which exhibited acceptable fit with the data. The perceived autonomy support factor also demonstrated discriminant and convergent validity with regulation styles from the perceived locus of causality. In Study 2, the hypothesized model exhibited acceptable goodness-of-fit statistics in all samples and for all sources. The structure of the model was found to be invariant across the cultural groups for each source. Contrary to hypotheses, mean levels of perceived autonomy support from parents and peers were found to be higher in Estonian participants relative to their British and Hungarian counterparts. Conclusion: Results support the use of the PASSES as a valid measure of perceived autonomy support in exercise settings for three different sources in young people. © 2006 Elsevier Ltd. All rights reserved.link_to_subscribed_fulltex

Teacher, peer and parent autonomy support in physical education and leisure-time physical activity: a trans-contextual model of motivation in four nations

An extended trans-contextual model of motivation for health-related physical activity was tested in samples from four nations. The model proposes a motivational sequence in which perceived autonomy support from teachers in a physical education (PE) context and from peers and parents in a leisure-time physical activity context predict autonomous motivation, intentions and physical activity behaviour in a leisure-time context. A three-wave prospective correlational design was employed. High-school pupils from Britain, Estonia, Finland and Hungary completed measures of perceived autonomy support from PE teachers, autonomous motivation in both contexts, perceived autonomy support from peers and parents, attitudes, subjective norms, perceived behavioural control and intentions from the Theory of Planned Behaviour (TPB), and measures of behaviour and past behaviour in a leisure-time context. Path-analyses controlling for past behaviour supported trans-contextual model hypotheses across all samples. Effects of perceived autonomy support from peers and parents on leisure-time autonomous motivation were small and inconsistent, while effects on TPB variables were stronger. There was a unique effect of perceived autonomy support from PE teachers on leisure-time autonomous motivation. Findings support the model, which provides an explanation of the processes by which perceived autonomy support from different sources affects health-related physical activity motivation across these contexts. © 2009 Taylor & Francis.link_to_subscribed_fulltex

Cross-Cultural Generalizability of the Theory of Planned Behavior among Young People in a Physical Activity Context

The present study tested the cross-cultural generalizability of the measurement and structural parameters of the theory of planned behavior (TPB) among youth in a physical activity context. Pupils from five cultural groups completed measures of attitudes, subjective norms, perceived behavioral control (PBC), and intentions for physical activity. Five weeks later, participants completed self-report measures of physical activity behavior. Confirmatory factor analyses and multisample structural equation models revealed well-fitting models within each sample with minimal variations in the measurement parameters across cultures. There were a few significant cross-cultural differences in the structural relations among the TPB constructs. Attitudes predicted intentions in all samples (β range = .300 to .550), whereas the effect of the subjective norms on intention was nonsignificant in all but the Hungarian sample (β = .243). Conversely, the effect of PBC on intentions was significant (β range = .302 to .573) in all but the Hungarian sample. Findings support the generalizability of the measures and pattern of effects for the TPB among young people in a physical activity context. © 2007 Human Kinetics, Inc.link_to_subscribed_fulltex

Cross-cultural generalizability of the theory of planned behavior among young people in a physical activity context

The present study tested the cross-cultural generalizability of the measurement and structural parameters of the theory of planned behavior (TPB) among youth in a physical activity context. Pupils from five cultural groups completed measures of attitudes, subjective norms, perceived behavioral control (PBC), and intentions for physical activity. Five weeks later, participants completed self-report measures of physical activity behavior. Confirmatory factor analyses and multisample structural equation models revealed well-fitting models within each sample with minimal variations in the measurement parameters across cultures. There were a few significant cross-cultural differences in the structural relations among the TPB constructs. Attitudes predicted intentions in all samples (β range = .300 to .550), whereas the effect of the subjective norms on intention was nonsignificant in all but the Hungarian sample (β = .243). Conversely, the effect of PBC on intentions was significant (β range = .302 to .573) in all but the Hungarian sample. Findings support the generalizability of the measures and pattern of effects for the TPB among young people in a physical activity context. © 2007 Human Kinetics, Inc.link_to_subscribed_fulltex