David Trouilloud

Impact of teachers’ implicit theories and perceived pressures on the establishment of an autonomy supportive climate

According to self-determination theory, when teachers establish an autonomy supportive climate in the classroom, students demonstrate high levels of self-determination and are intrinsically motivated. The aim of this study was to identify factors leading teachers (N=336) to report that they create such a climate. We conducted a path analysis in order to examine the respective roles of teachers’ implicit theories, their seniority, and their perceptions of pressures at work. We also attempted to find out whether these personal and contextual variables have a direct influence or are mediated by teachers’ self-efficacy. Our first finding was that a theory of academic ability as a fixed trait caused a drop in the teachers’ reported support for autonomy. On the other hand, the belief that academic abilities can be improved through students’ own efforts indirectly favored an autonomy supportive climate by acting positively on the teachers’ self-efficacy. Also, seniority had a significant positive effect on autonomy support that was direct, but was also mediated by self-efficacy. Finally, perceived pressures had a negative impact on reported autonomy support, but their influence was also mediated by self-efficacy.RésuméSelon la théorie de l’autodétermination, lorsque les enseignants instaurent en classe un climat motivationnel soutenant l’autonomie, les élèves démontrent de hauts niveaux d’autodéter mination et sont motivés intrinsèquement. La visée de ce travail était d’identifier les facteurs menant les enseignants (N=336) à déclarer générer un tel climat. Nous avons procédé à une analyse en pistes causales dans laquelle nous avons mis en perspective le rôle des théories implicites des enseignants, de leur ancienneté ainsi que celui des contraintes qu’ils perçoivent. Nous avons cherché à savoir si l’influence de ces variables personnelles et contextuelles était directe ou médiatisée par leur auto-efficacité. Il ressort tout d’abord que concevoir l’habileté scolaire comme un trait fixe occasionne une chute dans le soutien de l’autonomie déclaré par les enseignants. En revanche, croire que ces mêmes habiletés sont améliorables grâce aux efforts investis par les élèves favorise indirectement un tel climat motivationnel en agissant positivement sur leur sentiment d’auto-efficacité. Par ailleurs, l’influence de l’ancienneté sur le soutien de l’autonomie est significativement positive et s’exerce de manière directe mais est également médiatisée par l’auto-efficacité. Enfin, les contraintes perçues agissent négativement sur le soutien de l’autonomie déclaré mais leur influence est également médiatisée par le sentiment d’auto-efficacité.

Predicting persistence or withdrawal in female handballers with social exchange theory

Two complementary studies were conducted to explain the dropout phenomenon with French female handball players, utilizing the tenets of social exchange theory (Thibaut & Kelley, 1959; Rusbult, 1980). In the first study, the aim was to more fully explore the sources of enjoyment by emphasizing the key variables in the costs/benefits analysis. We postulate that the costs/benefits analysis consists in each athlete estimating the probability of reaching the most desired consequences for him or her (e.g., learn and improve skill, affiliation with others, be better than the others). The subjects were 488 French women aged from 15-19 years. Structural equation modeling (SEM) revealed that enjoyment in handball was predicted by a latent variable (named perceived benefits) subjacent to perceptions of competence, autonomy, relatedness, progress, coachs support, and time of play. In the second study, we tested a sport commitment model based on the social exchange postulates, using SEM analyses and a prospective des...

The effects of teachers’ expectations about students’ motivation on teachers’ autonomy‐supportive and controlling behaviors

Abstract Previous studies in both educational and sport settings have examined the relationship between teachers’ and coaches’ expectations and behaviors towards students and athletes. The purpose of the present study was to extend this line of research by examining the effects of teachers’ expectations about students’ motivation on the frequency of controlling and autonomy‐supportive behaviors. Following the assessment of teachers’ expectations about students’ motivation and the assessment of students’ self‐determined motivation at the end of the first lesson, the interactions between PE teachers from nine classes and 172 students were videotaped and systematically coded during the six following gymnastics courses. Analyses revealed that (1) teachers’ expectations were not related to students’ initial self‐determined motivation, (2) overall, teachers interacted less frequently with students that they expected to be more motivated, and (3) teachers were much more controlling with students that they believed to be not motivated. The results are discussed in terms of the consequences of this differentiated treatment for students’ autonomous motivation

Interventions promoting physical activity among obese populations: a meta-analysis considering global effect, long-term maintenance, physical activity indicators and dose characteristics

As the benefits that regular physical activity (PA) have on obesity are well known, many interventions promote active lifestyle adoption among obese populations. This meta‐analysis aims to determine (i) the global effect that interventions promoting PA among obese populations have on their PA behaviour; (ii) variations in the effect of interventions depending on the PA indicator used; (iii) the programmes dose characteristics and (iv) maintenance of the intervention effects after the intervention has ended. A comprehensive search through databases and review articles was completed. Forty‐six studies met the inclusion criteria. Calculations of effect size (Cohens d) and a moderator analysis were conducted. The meta‐analysis showed that interventions globally have an impact on the PA behaviour of obese populations (d = 0.44; 95% CI = 0.31, 0.57). The moderator analysis revealed that interventions of less than 6 months reported significantly larger effects than longer interventions. Moreover, the interventions had a stronger impact on the number of steps and the PA indexes (i.e. composite scores reflecting PA practice) than on other PA indicators. Finally, the analysis revealed that interventions succeed in maintaining PA behaviour after the intervention is over. However, relatively few studies addressed this issue (n = 9). Despite global positive effects, further research is needed to determine the optimal dose for interventions and to evaluate the maintenance of intervention effects.

Motivational interviewing as a way to promote physical activity in obese adolescents: a randomised-controlled trial using self-determination theory as an explanatory framework.

Using self-determination theory (SDT) as an explanatory framework, this randomised-controlled study evaluates the effect of a motivational interviewing (MI)-based intervention as an addition to a standard weight loss programme (SWLP) on physical activity (PA) practice in obese adolescents over a six-month period. Fifty-four obese adolescents (mean age = 13 years, mean BMI = 29.57 kg/m²) were randomly assigned to an SWLP group (n = 28) or SWLP + MI group (n = 26). Both groups received two SWLP sessions, supplemented for the SWLP + MI group, by six MI sessions. Perceived autonomy support, perceived competence, motivational regulations, PA and BMI were assessed at baseline, three and six months (i.e. the end of the programme). MLM analyses revealed that compared to SWLP, the SWLP + MI group had a greater BMI decrease and a greater PA practice increase over time. Moreover, the SWLP + MI group reported greater autonomy support from medical staff at the end of the programme, greater increase in integrated and identified regulations and a stronger decrease in amotivation. MI appears as an efficient counselling method as an addition to an SWLP to promote PA in the context of pediatric obesity.

Mothers' Expectancies and Young Adolescents' Perceived Physical Competence: A Yearlong Study.

Perceived physical competence can be an important predictor of the physical activity behavior of children and adolescents. Parental socialization practices can be instrumental in shaping children’s perceptions of competence in various domains and this socialization effect might occur in relation to parental expectancies. Investigated in this study was the role of mothers’expectancies in shaping their child’s perceived physical competence. Data were obtained from 156 French children and young adolescents and their mothers. Structural equation modeling revealed that mothers’ perceptions of their child’s physical competence predicted their child’s own perceived physical competence 1 year later, independent of the child’s previously demonstrated physical ability and the child’s initial level of perceived competence. Child’s gender moderated the relation as mothers’perceptions of their daughters’competence were related significantly to their child’s perceived competence, but that relation was not present between mothers and sons.

Predictors of work/family interference and leisure-time physical activity among teachers: The role of passion towards work

People highly involved in their work are likely to experience negative repercussions on other life domains such as family and leisure activities. The purpose of the present study was to identify the potential contribution of passion towards work on work/family interference (WFI) and leisure-time physical activity (LTPA). It was hypothesized that obsessive passion towards work would be positively related to WFI and negatively related to LTPA because it leads to invest more time in ones occupation. Conversely, it was expected that harmonious passion towards work would be negatively related to WFI but positively related to LTPA because it prevents one from devoting a large amount of time to work. A questionnaire measuring WFI, LTPA, passion, and the time spent working weekly was administrated to 160 French teachers. In the first model, path analyses revealed that harmonious passion was positively related to LTPA level, but that obsessive passion and work time were unrelated to LTPA. In the second model, path analyses revealed that work time mediated the positive relationship between obsessive passion and WFI, whereas harmonious passion was negatively related to WFI but unrelated to work time. As a whole, the present study contributes to a better understanding of the work-related predictors of WFI and LTPA.

The relation between risk perceptions and physical activity among older adults: a prospective study.

Past studies have found that risk perceptions of suffering from diseases play an important role in the development of intentions to perform physical activity (PA). According to the behaviour motivation hypothesis, perceived risk could be positively and directly related to PA, but this possibility has been ignored and/or underestimated. Accounting for recent methodological developments on the importance of study design and risk perception assessment, the purpose of the present study was to examine the risk-perceptions–PA relationship among older adults. Participants (N = 143) aged from 61 to 70 years initially underwent measurement of risk perceptions, baseline PA, socio-demographic and health factors. Six months later, they were asked about their PA participation. Multiple regression analyses revealed that perceived risk of suffering from diseases and conditions without regular PA participation was an independent positive predictor of later PA, over and beyond baseline behaviour, socio-demographic and health variables. This study fills a gap in the existing literature on the PAs of older adults and reveals that risk perceptions are directly linked to their participation. In addition, it extends existing knowledge in health psychology on the behaviour motivation hypothesis, and emphasises the necessity of methodological adjustments when assessing the risk-perception–behaviour relationship.

Motivational Profiles for Physical Activity Practice in Adults with Type 2 Diabetes: A Self-Determination Theory Perspective

Drawing on Self-Determination Theory, this study explored the motivational profiles toward Physical Activity (PA) among adults with type 2 diabetes and the relationships between motivational profile, perceived competence and PA. Participants were 350 men and women (Mean age 62.77 years) who were interviewed on their motivations toward PA, perceived level of competence to practice, and PA practice. Cluster analyses reveal the existence of three distinct profiles: “High Combined” (ie, high scores on motivations ranging from intrinsic to external regulation, moderate level on amotivation), “Self-Determined” (ie, high scores on intrinsic, integrated, and identified regulations; low scores on other regulations), and “Moderate” (ie, moderate scores on all regulations). Participants with “High Combined” and “Self-Determined” profiles reported higher perceived competence and longer leisure-time PA practice in comparison to those with a “Moderate” profile. This study highlights the necessity of adopting a person-centered approach to better understand motivation toward PA among type 2 diabetics.

Therapeutic education among adults with type 2 diabetes: effects of a three-day intervention on perceived competence, self-management behaviours and glycaemic control

The purpose of this study was to evaluate the impact of a three-day therapeutic education programme on perceived competence, self-management behaviours (i.e. physical activity, diet and medication) and glycaemic control among adults with type 2 diabetes. A total of 120 participants were included in this randomized, wait list control group trial. The results confirm that therapeutic education may be a powerful healthcare intervention to improve lifestyle and health status of people with type 2 diabetes. We observed that the education programme used in this study generated positive changes in glycaemic control and adherence to physical activity and diet after three months follow-up. Furthermore, the intervention positively impacted participants’ perceived competence towards physical activity and diet. The latter finding is of particular importance, given that perceived competence has been found to be involved in long-term adherence to self-management behaviours.