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dc.contributor.authorJaakkola, Timo
dc.contributor.authorYli-Piipari, Sami
dc.contributor.authorBarkoukis, Vassilis
dc.contributor.authorLiukkonen, Jarmo
dc.date.accessioned2017-11-16T09:03:07Z
dc.date.available2017-11-16T09:03:07Z
dc.date.issued2017
dc.identifier.citationJaakkola, T., Yli-Piipari, S., Barkoukis, V., & Liukkonen, J. (2017). Relationships among perceived motivational climate, motivational regulations, enjoyment, and PA participation among Finnish physical education students. <em>International Journal of Sport and Exercise Psychology</em>, 15 (3), 273-290. <a href="https://doi.org/10.1080/1612197X.2015.1100209">doi:10.1080/1612197X.2015.1100209</a>
dc.identifier.otherTUTKAID_67675
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/55892
dc.description.abstractThe influence of teacher-initiated motivational climate on cognitive, affective, and behavioural student outcomes has been highlighted as an area of future research. This study, grounded in self-determination and achievement goal theories, examined how teacher-initiated motivational climate can increase student motivation and positive affective responses in physical education (PE) along with their physical activity (PA) participation, and whether motivational climate has a longitudinal effect across middle school. In addition, we aimed to examine the role of positive affect in explaining the relationship between motivation in PE and out-of-school PA participation. Our sample comprised 540 adolescents (277 boys, 263 girls, median age 13) and they responded to self-report questionnaires measuring their perception of motivational climate in PE classes (Motivation Climate in Physical Education Questionnaire), motivational regulations (Physical Education Motivation Scale), enjoyment (Sport Enjoyment Scale), and PA participation (Health Behaviour in School-aged Children Research Protocol) twice at both Grades 7 and 9. Structural equation model analyses produced three main findings. First, the study showed that intrinsic motivation was the vital component of motivation that transferred the effect of learning-oriented climate to long-lasting enjoyment in PE context. Second, performance-oriented climate had a long-lasting effect on introjected and extrinsic regulations and amotivation. Finally, the study showed enjoyable experiences in PE to transfer intrinsic motivation into PA participation. The findings of the study extend our understanding on how teacher-initiated motivational climate in PE can lead to an increase in PA participation during middle school.
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.ispartofseriesInternational Journal of Sport and Exercise Psychology
dc.subject.otherenjoyment
dc.subject.othermotivation
dc.subject.othermotivational climate
dc.subject.otherphysical activity
dc.titleRelationships among perceived motivational climate, motivational regulations, enjoyment, and PA participation among Finnish physical education students
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201711144251
dc.contributor.laitosLiikuntatieteellinen tiedekuntafi
dc.contributor.laitosFaculty of Sport and Health Sciencesen
dc.contributor.oppiaineLiikuntapedagogiikka
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-11-14T13:15:14Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange273-290
dc.relation.issn1612-197X
dc.relation.volume15
dc.type.versionacceptedVersion
dc.rights.copyright© 2015 International Society of Sport Psychology. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.relation.doi10.1080/1612197X.2015.1100209


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