C.K. John Wang

Perceived Autonomy Support in Physical Education and Leisure-Time Physical Activity: A Cross-Cultural Evaluation of the Trans-Contextual Model

This study tested the replicability and cross-cultural invariance of a trans-contextual model of motivation across 4 samples from diverse cultures. The model proposes a motivational sequence in which perceived autonomy support (PAS) in physical education (PE) predicts autonomous motivation, intentions, and behavior in a leisure-time (LT) physical activity context. High-school pupils from Britain, Greece, Poland, and Singapore completed measures of PAS and autonomous motives in a PE context. Goodfitting path-analytic models supported the main hypotheses of the trans-contextual model in the British, Greek, and Singaporean samples. PAS in PE had significant total effects on autonomous motives in LT, except in the Polish sample. The effect of autonomous motives in LT on physical activity intentions and behavior was mediated by theory of planned behavior constructs in all samples. Results supported the main hypotheses of the trans-contextual model across cultures, although the effect of PAS was not pervasive in the Polish sample.

Correlates of achievement goal orientations in physical activity: A systematic review of research

There has been a plethora of studies in the past decade investigating task and ego achievement goal orientations in physical activity settings and how they might be associated with various cognitive, affective and behavioral variables. Although comprehensive narrative reviews of the field exist, no systematic review has been reported except one meta-analysis on only goals and affect. The present paper, therefore, reports a systematic review of 10 correlates of achievement goal orientations across 98 studies and 110 independent samples (total N = 21,076). Studies are invariably cross-sectional, leading to an inability to conclude causal effects, and are biased towards young people. Frequencies and effect size calculations show associations of varying magnitude between a task orientation and (a) beliefs that effort produces success (positive association: +); (b) motives of skill development and team membership (+); (c) beliefs that the purpose of sport/PE is for fostering mastery, fitness, and self-esteem (+); (d) perceptions of competence (+); (e) positive affect (+); (f) negative affect (negative association: -); (g) parental task orientation (+); and (h) various measures or markers of behavior (+). Associations of varying magnitude were found between an ego orientation and (a) beliefs that possessing ability produces success (+); (b) motives of status/recognition and competition (+); (c) beliefs that the purpose of sport/PE is for social status (+); (d) perceptions of competence (+); (e) unsportspersonlike attitudes, endorsement of intentionally aggressive sport acts, and the display of aggressive behaviors in sport (+); and (f) parental ego orientation (+).

Physical self-concept in adolescence: Generalizability of a multidimensional, hierarchical model across gender and grade

This study tests the generalizability of the factor pattern, structural parameters, and latent mean structure of a multidimensional, hierarchical model of physical self-concept in adolescents across gender and grade. A childrens version of the Physical Self-Perception Profile (C-PSPP) was administered to seventh-, eighth- and ninth-grade high school students (N= 2,969). Two a priori models were proposed: a confirmatory factor-analytic model that hypothesized a multidimensional model of physical self-concept; and a structural equation model that proposed a multidimensional, hierarchical structure with global self-concept as a superordinate construct and physical self-concept as a domainlevel construct that explained the covariances among the subdomains of the C-PSPP. Both models satisfied multiple criteria for goodness-of-fit with the data in each individual gender and grade sample. Tests of the invariance of the factor pattern and structural parameters for both models across gender and grade were supported. Consistent with findings from other contexts, latent means analysis suggests that physical self-concept scores was higher in boys.

Understanding motivation in sport: An experimental test of achievement goal and self determination theories

Abstract This paper presents an experimental test of two contemporary motivation theories in the physical domain. The study combined experimentally-induced achievement goal involvement with autonomous and controlling communication styles based on self determination theory to examine young peoples enjoyment, free-choice behavior and performance in relation to a golf task. Results showed that those in the autonomous condition, regardless of their goal involvement, reported greater enjoyment, persisted longer at the task and performed better than those in the controlling communication condition. Participants in the task involved condition performed better than those in the ego involved condition. Findings point to the need for further studies that test multiple theories in sport. The motivational impact of goal involvement may be better understood when considered concurrently with the autonomous or controlling nature of the context. Promoting autonomy and task involvement is likely to enhance positive affect and adaptive behaviors in sport among young people.

Intrinsic Motivation towards Sports in Singaporean Students: The Role of Sport Ability Beliefs

This study investigated determinants of active lifestyles in Singaporean university students. Using confirmatory factor analysis, a measure of lay beliefs concerning athletic ability was confirmed. Other results confirmed hypotheses that beliefs reflecting that athletic ability can be developed over time (incremental beliefs) predict an achievement task (selfreferenced) orientation, while beliefs reflecting that athletic ability is relatively stable (entity beliefs) predict an ego (otherperson, comparative) orientation. Goal orientations directly affect perceived competence which, in turn, influence intrinsic motivation to be physically active. A task orientation had a direct link to intrinsic motivation. Results suggest that intrinsic motivation towards sport and physical activity might be enhanced through interventions that focus on self-referenced and selfimprovement notions of ability as well as perceived competence.

A Cross-Cultural Validation of Perceived Locus of Causality Scale in Physical Education Context

We examined the validity of the factor structure and invariance of the Perceived Locus of Causality (PLOC) scale instrument scores across two nations endorsing collectivist (Singapore) and individualist (Great Britain) cultural values. Results indicated that confirmatory factor analytic models of the PLOC exhibited adequate ft according to multiple criteria within each sample and across samples. There was invariance in the item-intercepts across the two cultures. In addition, the simplex-like pattern of relations among the PLOC constructs was confirmed within cultures and in invariance analyses. Finally, latent factor means analysis revealed that the British participants tended to rate less self-determined forms of motivation lower than and more self-determined forms of motivation higher than the Singaporean participants.

Patterns of physical activity, sedentary behaviors, and psychological determinants of physical activity among Singaporean school children

Abstract The purpose of the research was to examine the prevalence and interrelationships between sedentary and physical activity behaviors, and psychological determinants of physical activity among Singaporean school children. A sample of 1,935 children aged 10 to 14 years, took part in the study. In Study 1 (N=780), physical activity and sedentary behaviors were assessed using a seven‐day physical activity recall method. Three distinct clusters were found for each sex using cluster analysis. Thirty six percent of the boys spent much of their sedentary time in technology‐based entertainment (e.g., computer/internet), and 38% of them reported substantial amount of time spent studying and doing homework. The rest of the boys spent their time being physically active but they were also substantially engaged in playing video games. Among the girls, time spent socializing with friends, studying, and engaging in physical activity amounted to 57.3%. Fifteen percent of the girls reported spending much of their time studying and doing homework. A group of girls (27.8%) reported little study time, little socialization, and low engagement in physical activity compared to their peers. In Study 2 (N =1,155), three clusters were found using sport ability beliefs, perceived autonomy, and perceived competence as clustering variables. The amount of physical activity that the children took part in was influenced by their perceptions of competence, sport ability, and autonomy. The findings of the research showed that physical activity and sedentary behaviors were not inversely related. In addition, the studies confirmed that certain psychological determinants were important for examining the physical activity behaviors of Singaporean school children

An Intra-Individual Analysis of Players' Perceived Coaching Behaviours, Psychological Needs, and Achievement Goals

The purpose of this study was to examine the relations between perceptions of coaching behaviours, psychological needs, achievement goals and motivational indicators (enjoyment and effort) at an intra-individual level. A total of 264 high-school basketball players aged between 14 to 17 years old from 19 schools in Singapore took part in the study. The participants completed a battery of questionnaires measuring perceived coachs leadership style, achievement goals, behavioural regulations and competence, needs satisfaction, and enjoyment. Cluster analysis found 3 distinct groups differing in perceived coaching behaviours among the basketball players. The three clusters differed significantly on the indices of intrinsic motivation, perceived needs satisfaction, and achievement goals. This study shows that distinct groups of players could be identified in terms of perceived coaching behaviours and these perceptions may impact the amount of enjoyment and effort exerted during training and competition, perceived competence, achievement goals and autonomy.