Vassilis Barkoukis

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.

Personal and psychosocial predictors of doping use in physical activity settings: a meta-analysis.

BackgroundThere is a growing body of empirical evidence on demographic and psychosocial predictors of doping intentions and behaviors utilizing a variety of variables and conceptual models. However, to date there has been no attempt to quantitatively synthesize the available evidence and identify the strongest predictors of doping.ObjectivesUsing meta-analysis, we aimed to (i) determine effect sizes of psychological (e.g. attitudes) and social-contextual factors (e.g. social norms), and demographic (e.g. sex and age) variables on doping intentions and use; (ii) examine variables that moderate such effect sizes; and (iii) test a path analysis model, using the meta-analyzed effect sizes, based on variables from the theory of planned behavior (TPB).Data SourcesArticles were identified from online databases, by contacting experts in the field, and searching the World Anti-Doping Agency website.Study Eligibility Criteria and ParticipantsStudies that measured doping behaviors and/or doping intentions, and at least one other demographic, psychological, or social-contextual variable were included. We identified 63 independent datasets.Study Appraisal and Synthesis MethodStudy information was extracted by using predefined data fields and taking into account study quality indicators. A random effects meta-analysis was carried out, correcting for sampling and measurement error, and identifying moderator variables. Path analysis was conducted on a subset of studies that utilized the TPB.ResultsUse of legal supplements, perceived social norms, and positive attitudes towards doping were the strongest positive correlates of doping intentions and behaviors. In contrast, morality and self-efficacy to refrain from doping had the strongest negative association with doping intentions and behaviors. Furthermore, path analysis suggested that attitudes, perceived norms, and self-efficacy to refrain from doping predicted intentions to dope and, indirectly, doping behaviors.LimitationsVarious meta-analyzed effect sizes were based on a small number of studies, which were correlational in nature. This is a limitation of the extant literature.ConclusionsThis review identifies a number of important correlates of doping intention and behavior, many of which were measured via self-reports and were drawn from an extended TPB framework. Future research might benefit from embracing other conceptual models of doping behavior and adopting experimental methodologies that will test some of the identified correlates in an effort to develop targeted anti-doping policies and programs.

Extending the trans-contextual model in physical education and leisure-time contexts: Examining the role of basic psychological need satisfaction

BACKGROUND The trans-contextual model (TCM) is an integrated model of motivation that aims to explain the processes by which agentic support for autonomous motivation in physical education promotes autonomous motivation and physical activity in a leisure-time context. It is proposed that perceived support for autonomous motivation in physical education is related to autonomous motivation in physical education and leisure-time contexts. Furthermore, relations between autonomous motivation and the immediate antecedents of intentions to engage in physical activity behaviour and actual behaviour are hypothesized. AIMS The purpose of the present study was to incorporate the constructs of basic psychological need satisfaction in the TCM to provide a more comprehensive explanation of motivation and demonstrate the robustness of the findings of previous tests of the model that have not incorporated these constructs. SAMPLE Students (N=274) from Greek secondary schools. METHOD Participants completed self-report measures of perceived autonomy support, autonomous motivation, and basic psychological need satisfaction in physical education. Follow-up measures of these variables were taken in a leisure-time context along with measures of attitudes, subjective norms, perceived behavioural control (PBC), and intentions from the theory of planned behaviour 1 week later. Self-reported physical activity behaviour was measured 4 weeks later. RESULTS Results supported TCM hypotheses. Basic psychological need satisfaction variables uniquely predicted autonomous motivation in physical education and leisure time as well as the antecedents of intention, namely, attitudes, and PBC. The basic psychological need satisfaction variables also mediated the effects of perceived autonomy support on autonomous motivation in physical education. CONCLUSIONS Findings support the TCM and provide further information of the mechanisms in the model and integrated theories of motivation in physical education and leisure time.

The assessment of intrinsic and extrinsic motivation and amotivation: Validity and reliability of the Greek version of the Academic Motivation Scale

Self‐determination theory provides an integrated conception of school‐ and academic motivation. The theory proposes a continuum comprising three types of motivation: intrinsic motivation (IM), extrinsic motivation (EM), and amotivation (AM), characterised by seven dimensions (IM = to know, to accomplish and to experience stimulation, EM = external regulation, introjection and identification, and Amotivation). The purpose of the present study was to examine the psychometric properties of the Academic Motivation Scale (AMS) with Greek high school students. Two studies were conducted to examine the factorial, construct, concurrent and predictive validity of the scale along with its reliability properties. Confirmatory factor analyses supported the proposed seven‐factor structure. The scale showed satisfactory levels of internal consistency and temporal stability. Additionally, indices of the scale’s construct, concurrent, and predictive validity were in the desired direction. These findings support the use of the Greek version of the AMS for the assessment of intrinsic motivation, extrinsic motivation, and amotivation.

Do Left-Handed Competitors Have an Innate Superiority in Sports?:

This study assessed handedness distributions among (a) sporting competitors (n = 1,112) and nonsporting university students (n = 1,112), (b) sporting competitors engaging in interactive (n = 576) and in noninteractive sports (n = 536), and (c) sporting competitors engaging in direct interactive (n = 219) and indirect interactive (n = 357) sports. Chi-squared showed that there were statistically significant differences in proportions of left-handed persons in (a) sporting competitors and nonsporting university students, (b) sporting competitors engaging in interactive and noninteractive sports, (c) sporting competitors engaging in interactive sports and nonsporting university students, and (d) sporting competitors engaging in direct interactive and indirect interactive sports. It appears that left-handers are more common among those who engage in competitive manual activities. This superiority of the left-handers may be fully explained by a consideration of tactical or strategic factors associated with handedness during sporting interactions. The results with important implications for the measurement and evaluation of handedness are discussed in the light of the current findings on laterality.

Structural validation and cross-cultural robustness of the European Cyberbullying Intervention Project Questionnaire

Cyberbullying is a dynamic relationship between the aggressor and the victim.Establishing the prevalence of cyberbullying is difficult due to the instruments used.The instrument validated integrates the traditional bullying characteristics.Differences in prevalence of cyberbullying among countries using a single instrument. During the last decade, cyberbullying has become an increasing concern which has been addressed by diverse theoretical and methodological approaches. As a result there is a debate about its nature and rigorously validated assessment instruments have not yet been validated. In this context, in the present study an instrument composed of 22 items representing the different types of behaviours and actions that define cyberbullying has been structurally validated and its cross-cultural robustness has been calculated for the two main dimensions: cyber-victimization and cyber-aggression. To this end, 5679 secondary school students from six European countries (Spain, Germany, Italy, Poland, United Kingdom, and Greece) were surveyed through this self-report questionnaire which was designed based on previously existing instruments and the most relevant conceptual elements. Exploratory and confirmatory factor analyses were conducted and the global internal consistency was computed for the instrument and its two dimensions. Identical factor structures were found across all of the six subsamples. The results contribute to existing research by providing an instrument, the European Cyberbullying Intervention Project Questionnaire, which has been structurally validated in a wide sample from six different countries and that is useful to evaluate psycho-educative interventions against cyberbullying.

Method effects: The problem with negatively versus positively keyed items

Using confirmatory factor analyses, we examined method effects on Rosenbergs Self-Esteem Scale (RSES; Rosenberg, 1965) in a sample of older European adults. Nine hundred forty nine community-dwelling adults 60 years of age or older from 5 European countries completed the RSES as well as measures of depression and life satisfaction. The 2 models that had an acceptable fit with the data included method effects. The method effects were associated with both positively and negatively worded items. Method effects models were invariant across gender and age, but not across countries. Both depression and life satisfaction predicted method effects. Individuals with higher depression scores and lower life satisfaction scores were more likely to endorse negatively phrased items.

A process model of cyberbullying in adolescence

Cyberbullying is an emerging form of aggression that utilizes information and communication technologies (ICTs). While cyberbullying incidents attract considerable attention, research on the causes and psychosocial predictors of cyberbullying is still limited. The present study used an integrated theoretical model incorporating empathy, moral disengagement, and social cognitions related to cyberbullying. Structured questionnaires were administered to 355 randomly selected adolescents (M=14.7, SD=1.20). Linear regression analysis showed that social norms, prototype similarity and situational self-efficacy directly predicted cyberbullying expectations. Multiple mediation modelling indicated that normative influences mediated the effects of moral disengagement and affective empathy on cyberbullying expectations. These findings provide valuable information regarding the effect of both distal and proximal risk factors for cyberbullying in adolescence, highlight the relationship between normative processes and moral self-regulation, and set the basis for related educational and preventive interventions.

Motivational Climate and Students’ Emotional Experiences and Effort in Physical Education

ABSTRACT The aim of the study was to examine the impact of a self-determined motivational climate including support of autonomy, relatedness, task involvement, and ego-involving climate on students’ affective responses and effort in physical education. The sample involved 338 sixth-grade students (11–12 years old) who completed a questionnaire battery incorporating measures of motivational climate, enjoyment, trait anxiety in physical education, and effort. The results of the reliability and confirmatory factor analyses supported the psychometric properties of the measures. Multiple regression path analysis results indicated that task-involving climate, autonomy, and relatedness support had more positive influences on pupils’ affective responses in comparison to an ego-involving climate.

A Comparison of Classification Approaches for Cyberbullying and Traditional Bullying Using Data from Six European Countries.

In recently published studies on cyberbullying, students are frequently categorized into distinct (cyber)bully and (cyber)victim clusters based on theoretical assumptions and arbitrary cut-off scores adapted from traditional bullying research. The present study identified involvement classes empirically using latent class analysis (LCA), to compare the classification of cyber- and traditional bullying and to compare LCA and the conventional approach. Participants were 6,260 students (M = 14.8 years, SD = 1.6; 49.1% male) from six European countries. LCA resulted in three classes for cyberbullying and four classes for traditional bullying. Cyber- and traditional bullying differed from each other, as did LCA and the conventional approach. Country, age, and gender differences were found. Implications for the field of traditional and cyberbullying research are discussed.