Self-regulation and self-control in exercise: The strength-energy model

Self-regulation is an important component of psychosocial theories of exercise behaviour and lack of self-regulatory skills are associated with low adherence to health-related exercise. This review presents a strength-energy model of self-control as an explanation of self-regulation in exercise contexts. The review will provide impetus for original research aimed at understanding exercise behaviour and help develop recommendations for exercise promotion. In the model, self-control is conceptualized as a global but limited resource. Engaging in actions requiring self-control depletes resources leading to self-regulatory failure. Self-control resource depletion is reduced through rest and frequent training on self-control. The expectation of the need to exert self-control in future leads to a conservation of self-control resources. Proposed mechanisms for self-control resource depletion include changes in physiological markers and blood glucose levels. Based on our review, we propose an integrated model of self-regulation incorporating hypotheses from the strength-energy model with those from traditional psychosocial models of exercise behaviour. Recommendations for future research include incorporating hypotheses from the strength-energy model into theories of self-presentation and interpersonal relations in exercise. Practical recommendations aimed at minimising self-control depletion in exercise include the provision of advice on nutrition and recovery, self-control training and motivational and implementation intention strategies

Self-determined motivation in sport predicts anti-doping motivation and intention: A perspective from the trans-contextual model

Objectives: Motivation in sport has been frequently identified as a key factor of young athletes’ intention of doping in sport, but there has not been any attempt in scrutinizing the motivational mechanism involved. The present study applied the trans-contextual model of motivation to explain the relationship between motivation in a sport context and motivation and the social-cognitive factors (attitude, subjective norm, perceived behavioral control, and intention) from the theory of planned behavior (TPB) in an anti-doping context. Design: A cross-sectional survey was conducted. Methods: Questionnaire data was collected from 410 elite and sub-elite young athletes in Australia (Mean age [17.7 ± 3.9 yr], 55.4% male, Years in sport [9.1 ± 3.2]). We measured the key model variables of study in relation to sport motivation (Behavioral Regulation in Sport Questionnaire), and the motivation (adapted version of the Treatment Self-Regulation Questionnaire) and social cognitive patterns (the theory of planned behavior questionnaire) of doping avoidance. The data was analyzed by variance-based structural equation modeling with bootstrapping of 999 replications. Results: The goodness-of-fit of the hypothesized model was acceptable. The bootstrapped parameter estimates revealed that autonomous motivation and amotivation in sport were positively associated with the corresponding types of motivation for the avoidance of doping. Autonomous motivation, subjective norm, and perceived behavioral control in doping avoidance fully mediated the relationship between autonomous motivation in sport and intention for doping avoidance. Conclusions: The findings support the tenets of the trans-contextual model, and explain how motivation in sport is related to athletes’ motivation and intention with respect to anti-doping behaviors

Measuring student teachers' basic psychological needs

In the Self-Determination Theory (SDT) basic psychological needs for relatedness, autonomy and competence are distinguished. Basic psychological need fulfilment is considered to be critical for human development and intrinsic motivation. In the Netherlands, the concept of basic psychological need fulfilment is introduced in the curricula of many teacher education institutes. In five teacher education institutes for primary school teachers, study coaches use a Dutch version of the Basic Psychological Needs Scale (BPNS), to collect data to be used in a discussion with student teachers about their intrinsic motivation for a specific part of the teacher education course. On the basis of the outcomes of this discussion, study coaches and student teachers derive consequences for day to day practice in their classrooms. The data were also used to establish whether the theoretical distinction between three basic psychological needs is found in this sample of student teachers in the Netherlands. The results show that the constructs of relatedness, autonomy and competence are found and can be measured by using a 14-item five-point scale, partly based on the original BPNS, and partly on new items that focus on different sources of perceived need fulfilment, namely teacher education in general, the study coach and fellow students

School-based prevention for adolescent Internet addiction: prevention is the key. A systematic literature review

Adolescents’ media use represents a normative need for information, communication, recreation and functionality, yet problematic Internet use has increased. Given the arguably alarming prevalence rates worldwide and the increasingly problematic use of gaming and social media, the need for an integration of prevention efforts appears to be timely. The aim of this systematic literature review is (i) to identify school-based prevention programmes or protocols for Internet Addiction targeting adolescents within the school context and to examine the programmes’ effectiveness, and (ii) to highlight strengths, limitations, and best practices to inform the design of new initiatives, by capitalizing on these studies’ recommendations. The findings of the reviewed studies to date presented mixed outcomes and are in need of further empirical evidence. The current review identified the following needs to be addressed in future designs to: (i) define the clinical status of Internet Addiction more precisely, (ii) use more current psychometrically robust assessment tools for the measurement of effectiveness (based on the most recent empirical developments), (iii) reconsider the main outcome of Internet time reduction as it appears to be problematic, (iv) build methodologically sound evidence-based prevention programmes, (v) focus on skill enhancement and the use of protective and harm-reducing factors, and (vi) include IA as one of the risk behaviours in multi-risk behaviour interventions. These appear to be crucial factors in addressing future research designs and the formulation of new prevention initiatives. Validated findings could then inform promising strategies for IA and gaming prevention in public policy and education

The role of perceived control in the theory of planned behaviour in a physical activity context with children

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Influences of perceived autonomy support on physical activity within the theory of planned behavior

Three studies tested the contribution of perceived autonomy support to the prediction of health-related intentions within the theory of planned behavior. Perceived autonomy support refers to the extent to which individuals perceive that significant others encourage choice and participation in decision-making, provide a meaningful rationale, minimize pressure, and acknowledge the individual's feelings and perspectives. Findings from Studies 1 and 2 demonstrated that perceived autonomy support predicted intentions to participate in physical activity behavior directly and indirectly via attitudes. Perceived autonomy support predicted intention even after statistically controlling for the effects from past behavior, descriptive norms, and perceived social support. Study 3 found that persuasive communications influenced perceptions of autonomy support, attitudes, and intentions. Overall, the findings support the incorporation of perceived autonomy support into the theory of planned behavior. Copyright ©2006 John Wiley & Sons, Ltd.link_to_subscribed_fulltex

The influences of continuation intentions on execution of social behaviour within the theory of planned behaviour

This study explores the predictive accuracy of the theory of planned behaviour (TPB) in relation to continuation of intentions. Three studies examined the hypothesis that continuation intentions of success and continuation intentions of failure would improve utility of the TPB in predicting and promoting social behaviour. As a new construct, continuation intentions of success and continuation intentions of failure aim to describe people's readiness to continue performance of an activity under conditions that signify successful and unsuccessful progress at behavioural outcomes. As predicted, Study 1 (N = 222, male = 107, female = 115, age = 14.62 yrs, SD = 1.45) and Study 2 (N = 200, male =101, female = 98, age = 14.29 yrs, SD = .92) showed that continuation intentions of success and continuation intentions of failure contributed to the prediction of physical activity over and above components of the TPB, past behaviour and perceived progress. Study 3 (N = 93, male = 50, female = 42, age = 20.53 yrs, SD = 3.36), a study of food choice, manipulated continuation intentions and showed that participants who formed continuation intentions were more likely to eat five portions of fruit and/or vegetables than participants in a control group. Together, these findings underscore the theoretical as well as practical importance of distinguishing between intentions and continuation intentions, and the need for influence attempts to manipulate continuation intentions.link_to_subscribed_fulltex

The stability of the attitude-intention relationship in the context of physical activity

Attitude has been shown to be an important antecedent of physical activity intentions and behaviour. It is unclear whether the attitude-intention relationship is stable over time. The aim of the present study was to examine the stability of the attitude-intention relationship over a 6 week period. A panel study of 65 males and 81 females aged 20.6 ± 0.8 years was conducted, in which measures of attitudes, intentions, self-reported physical activity and perceived behavioural control were assessed at the beginning and end of the 6 weeks. The data were analysed using path analysis. Results indicated that the attitude-intention relationship was stable over time. In addition, the behaviour-intention relationship was undermined over time. It is recommended that interventions can facilitate adherence to physical activity by reinforcing attitude change during initial and later stages of treatment