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dc.contributor.authorViciana, Jesús
dc.contributor.authorMayorga-Vega, Daniel
dc.contributor.authorMartínez-Baena, Alejandro
dc.contributor.authorHagger Martin S.
dc.contributor.authorLiukkonen, Jarmo
dc.contributor.authorYli-Piipari, Sami
dc.date.accessioned2019-08-12T11:31:06Z
dc.date.available2019-08-12T11:31:06Z
dc.date.issued2019
dc.identifier.citationViciana, J., Mayorga-Vega, D., Martínez-Baena, A. Hagger M. S., Liukkonen, J., & Yli-Piipari, S. (2019). Effect of self-determined motivation in physical education on objectively measured habit physical activity : a trans-contextual model. <em>Kinesiology</em>, 51 (1), 141-149. <a href="https://doi.org/10.26582/k.51.1.15">doi:10.26582/k.51.1.15</a>
dc.identifier.otherCONVID_31280226
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/65223
dc.description.abstractGrounded in the trans-contextual model, the purpose of the present study was to examine the role of self-determined motivation in Physical Education (PE) on self-determined motivation in Physical Activity (PA), PA intention, and accelerometer-measured habitual PA behavior among high-school aged adolescents. A sample of 394 Spanish high-school students (211 males and 183 females; aged 12-16 years) participated in the present study. The outcome measure of PA was established using accelerometry, whereas motiva- tion toward PA and PE as well as PA intention were measured using validated questionnaires. Path analyses supported in part the central propositions of the trans-contextual model. Self-determined motivation in PE predicted the self-determined motivation in PA (β=.45, p<.001, R2=.26). Self-determined motivation in PA predicted PA intention (β=.51, p<.001, R2=.41). The predictive strength from PA intention to behavior was weak (β=.11, p=.011, R2=.21) with a statistically non-significant mediational model from self-determined motivation in PA via PA intention to PA behavior (β=.28, p=.231). This weak-to-non-significant relationship does not fully support the previous findings that have shown the feasibility of the trans-contextual model in charting the pathways from self-determined motivation in an educational context to behaviors in an out- of-school context.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.publisherFaculty of Kinesiology, University of Zagreb
dc.relation.ispartofseriesKinesiology
dc.rightsCC BY-NC 4.0
dc.subject.othermotivaatio
dc.subject.otherfyysinen aktiivisuus
dc.subject.othernuoret
dc.subject.otherautonomy
dc.subject.otheraccelerometry
dc.subject.othermoderate-to-vigorous physical activity
dc.subject.othersecondary school students
dc.titleEffect of self-determined motivation in physical education on objectively measured habit physical activity : a trans-contextual model
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201908123809
dc.contributor.laitosLiikuntatieteellinen tiedekuntafi
dc.contributor.laitosFaculty of Sport and Health Sciencesen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange141-149
dc.relation.issn1331-1441
dc.relation.numberinseries1
dc.relation.volume51
dc.type.versionpublishedVersion
dc.rights.copyright© Faculty of Kinesiology, University of Zagreb, 2019.
dc.rights.accesslevelopenAccessfi
dc.subject.ysonuoret
dc.subject.ysofyysinen aktiivisuus
dc.subject.ysomotivaatio
dc.format.contentfulltext
dc.rights.urlhttps://creativecommons.org/licenses/by-nc/4.0/
dc.relation.doi10.26582/k.51.1.15


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