Vello Hein

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.

Perceptions of teacher's feedback and learning environment as predictors of intrinsic motivation in physical education

Objectives: To investigate whether the perceptions of different domains of the learning environment in physical education, such as perceived teacher feedback, perceived challenge, perceived competitiveness and perceived threat to sense of self, are related to intrinsic motivation. Method: School children (N 783; n 375 boys, n 408 girls) aged 12–15 yrs completed three questionnaires. The physical education learning environment scale (PELES) was used to investigate the perceived threat to sense of self, perceived challenge and perceived competitiveness. The perceptions of the teacher’s feedback (PTF) questionnaire was developed for this study. The construct validity of factor structure of the instrument was confirmed by confirmatory factor analysis (CFA). Students’ intrinsic motivation was assessed by the intrinsic motivation inventory (IMI). Results: For middle school students, the most important predictors of intrinsic motivation were the perceived threat to sense of self, perceived challenge and perceived positive general feedback. Exploratory factor analyses (EFA) and CFA provided evidence of the adequate construct validity for the PTF and confirmed the construct validity for the PELES. Conclusion: Teachers need to create a learning environment that leads students to perceive it as nonthreatening and challenging. They should seek to provide positive general feedback to create a more stimulating learning environment.  2002 Elsevier Ltd. All rights reserved.

Intention to be Physically Active after School Graduation and Its Relationship to Three Types of Intrinsic Motivation

In this article the relationships between three different types of intrinsic motivation and students’ intention to be physically active after school graduation were examined. The participants were 400 school children aged 14–18 years. The modified version of SMS was used to measure the three different types of intrinsic motivation. The intention scale as a measurement of physical education outcome to be physically active was specially designed for this study. The data were analysed by means of structural equation modelling. The goodness of fit indexes of confirmatory factor model for three types of intrinsic motivation provided the evidence of existing different dimensions of intrinsic motivation among students in the physical education setting. The results of this study indicated that the intrinsic motivation to experience stimulation was the strongest predictor of intention to be physical active after school graduation, beyond the intrinsic motivation to accomplish.

Global self-esteem, goal achievement orientations, and self-determined behavioural regulations in a physical education setting

Abstract We examined a theoretical model of global self-esteem that incorporated constructs from achievement goal and self-determination theories. The model hypothesized that self-determined or autonomous motives would mediate the influence of achievement goal orientation on global self-esteem. The adapted version of the Behavioural Regulation in Exercise Questionnaire (Mullan et al., 1997), the Perception of Success Questionnaire (Roberts & Balague, 1991), and Rosenbergs (1965) self-esteem scales were administered to 634 high school students aged 11 – 15 years. A structural equation model supported the hypotheses and demonstrated that autonomous motives mediated the effect of goal orientations on global self-esteem. The results suggest that generalized motivational orientations influence self-esteem by affecting autonomous motivation and is consistent with theory that suggests that experiences relating to intrinsic motivation are the mechanism by which global motivational orientations are translated into adaptive outcomes like self-esteem. The findings suggest that physical activity interventions that target autonomous motives in physical activity contexts are likely to enhance young peoples general self-esteem.

How students’ perceptions of teachers’ autonomy-supportive behaviours affect physical activity behaviour: An application of the trans-contextual model.

Abstract The aim of this study was to assess a modified version of the trans-contextual model (Hagger, Chatzisarantis, Culverhouse, & Biddle, 2003) based on self-determination theory (Deci & Ryan, 1985) and the theory of planned behaviour (Ajzen, 1985). The modified version included two additional components: use of learning strategies and positive general feedback. It was hypothesized that students’ perceptions of how they use learning strategies taught by their physical education (PE) teachers and perceived positive general feedback would influence students’ intrinsic motivation, intentions, and physical activity behaviour in a leisure-time context through intrinsic motivation in PE. A structural equation model supported the hypotheses and demonstrated that the use of learning strategies and perceived positive general feedback in PE indirectly influenced intrinsic motivation in leisure time through the effect of intrinsic motivation in PE. There was a direct effect of perceived positive general feedback on physical activity behaviour as well as an indirect effect through the motivational sequence.

Predicting alcohol consumption and binge drinking in company employees: An application of planned behaviour and self-determination theories

OBJECTIVES This study tested an integrated model of the psychosocial determinants of alcohol-related behaviour among company employees from four nations. A motivational sequence was proposed in which motivational orientations from self-determination theory influenced intentions to consume alcohol within guideline limits and alcohol-related behaviour via the mediation of the theory of planned behaviour variables of attitude, subjective norms, and perceived behavioural control (PBC). DESIGN A three-wave prospective design using self-reported psychological and behavioural measures. METHODS Company employees (N= 486, males = 225, females = 261; M age = 30.41, SD= 8.31) from four nations (Estonia, Finland, Sweden, and UK) completed measures of autonomous and controlled motivation from self-determination theory, attitudes, subjective norms, PBC, intentions from the theory of planned behaviour, and self-reported measures of past alcohol consumption and binge-drinking occasions at the first time point (time 1). Follow-up psychological and behavioural measures were taken one month later (time 2) and follow-up behavioural measures taken a further 2 months later (time 3). RESULTS Path analyses supported the motivational sequence with identified regulation (time 1), predicting intentions (time 1), and alcohol units consumed (time 2). The effects were indirect via the mediation of attitudes and PBC (time 1). A similar pattern of effects was found for the effect of time 2 psychological variables on time 3 units of alcohol consumed. There was little support for the effects of the psychological variables on binge-drinking behaviour. CONCLUSIONS Findings provide new information on the psychosocial determinants of alcohol behaviour in company employees and the processes involved. Results may provide impetus for the development of interventions to reduce alcohol consumption.

Cross-cultural validity and measurement invariance of the social physique anxiety scale in five European nations.

The cross‐cultural generalizability of the social physique anxiety scale (SPAS) was evaluated using confirmatory factor analysis (CFA) in five European nations: Britain, Estonia, Spain, Sweden, and Turkey. Motl and Conroys (2000) methods were used to develop modified versions of the scale within each sample based on the original 12‐item version. Pending the satisfactory fit of the CFAs of the modified models within each sample, it was expected that the measurement parameters and mean values of these models would be equivalent across samples in multisample CFAs. An eight‐item version of the SPAS exhibited a good fit with data from the British, Estonian, and Swedish samples, and a seven‐item version fitted the data well in the Spanish and Turkish samples. The eliminated items were also influenced by a method effect associated with the item wording. Multisample analyses revealed that factor loadings were equivalent across samples. Tests of latent means revealed that British and Spanish participants reported the highest levels of SPA, with Estonian participants reporting the lowest. Results indicate that the SPAS is generalizable across these cultures, although subtle variations existed in the Spanish and Turkish samples. Researchers are advised to follow these procedures to develop a valid version of the SPAS appropriate for their sample.

Self-identity as a component of the Theory of Planned Behaviour in predicting physical activity

This study aimed to investigate the role of self-identity, defined as salient and enduring aspects of one’s self-perception (Sparks, 2000), in relation to adolescent physical activity (PA) intentions within the Theory of Planned Behaviour (TPB). School students aged 12 to 18 from two cultural groups (Estonia and Spain) completed measures of attitudes, subjective norms, perceived behavioural control, self-identity, and intentions for PA. Four weeks later participants completed self-reported measures of PA. A structural equation model showed that self-identity had a direct effect on PA intention (β = .33, p < .01) and PA behaviour (β = .31, p < .01). The model accounted for 45% of the variance of PA behaviour from which 4% can be attributed to self-identity. The effect of self-identity on PA was also partially mediated via intention. The multi-group comparison between two cultural groups indicated that no invariances existed between the models of the observed samples.

Psychosocial Determinants of Young Athletes' Continued Participation over Time

The aim of this study was to examine the differences in psychosocial and motivational variables between persistent and dropout youth athletes and between groups with different years in training. Team and individual youth athletes completed questionnaires measuring autonomy support from parents and coaches, peer motivational climate, basic psychological needs satisfaction, and sport motivation. The results showed that athletes who dropped out perceived significantly less competence, relatedness, and autonomy need satisfaction, and they perceived less autonomy support from parents and were less intrinsically motivated than persistent athletes. Youth athletes with up to one year in training reported significantly lower effort and intra-team conflict with peers, relatedness need satisfaction, and external motivation than athletes with 1 to 3 years and > 3 years in training. Findings extend knowledge of the psychosocial determinants of sport continuation behaviour among young athletes.

Joint mobility and the oscillation characteristics of muscle

The aim of this study was to investigate which muscle characteristics of oscillation of the lower extremities have influence on trunk forward flexion and knee extension. The frequency and the decrement of damped oscillation of the muscles m. rectus femoris, m. biceps femoris, m. semitendinosus and t. semimembranosus in relaxed, contracted or stretched states were recorded by the myometer among the 22 first‐year male students of the department of physical education. The subjects were divided twice into two groups according to: 1) the values of the trunk forward flexion, and 2) the values of the knee extension range of motion. The oscillation frequency of m. rectus femoris of the groups with high trunk forward flexion and high knee extension range of motion was lower than in groups with less range of motion. The similarity was followed in the decrement of m. semitendinosus. The difference between the decrements of the relaxed and stretched state of m. semitendinosus and the decrement of the relaxed state of the same muscle tendon correlated with the knee extension range of motion (r=0.46 and r=0.48, P<0.05). The relationship between the decrement of the relaxed state of m. biceps femons and the range of motion was r=‐0.51 (P<0.01). The results of this study showed that the characteristics of the damped oscillation as indirect parameters of viscoelastic properties of the muscles were related to the joint mobility.